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UC-NRLF 


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GIFT  OF 


IGV'S 


COURSE  OF  STUDY 


IN 


ENGLISH 


PUBLIC  SCHOOLS 


ROCHESTER 


NEW  YORK 


1914 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

Microsoft  Corporation 


http://wwvy.archive.org/details/courseofstudyineOOrochrich 


^^^^^^^i_^^       .    jU-i^^^  c^  .c^^^cxc:.. 


COURSE  OF  STUDY 


IN 


ENGLISH 


PUBLIC  SCHOOLS 


ROCHESTER 


NEW  YORK 


1914 


R 


1 


UNION  &  ADVERTISER 
Rochester,  N.  Y. 


Table  of  Contents 


PAGE 

1:    General  Outline 7 

2.  General  Digest 8 

3.  Reference  List  of  Poems  and  Stories 23 

4.  Syllabus : 

•First  Grade  B 26 

First  Grade  A 34 

Second  Grade  B 42 

Second  Grade  A 52 

Third  Grade  B 62 

Third  Grade  A 77 

Fourth  Grade  (A  and  B) 93 

Fifth  Grade  (A  and  B) 118 

Sixth  Grade  (A  and  B) 146 

Seventh  Grade  (A  and  B) 178 

Eighth  Grade  (A  and  B) 213 

5.  Supplementary  Book  List 249 


GENERAL   OUTLINE:      : 

L.  "    '      'V       J    V    -J     J 


English 


The  Course  of  Study  in  English  provides  for:  (1)  A  general 
outline  for  all  grades;  (2)  A  general  digest  of  the  course  in  all 
grades;  (3)  A  syllabus  for  each  grade. 

GENERAL  OUTLINE 

This  general  outline  gives  the  theory  and  forms  the  basis 
of  the  course  in  each  of  the  eight  grades. 

^^A".      SOURCES  OF  THOUGHT  MATERIAL— 
IMPRESSION. 

I.  Experiences  of  the  Child's  Life. 

1.  Personal. 

A.  Home  Life. 

B.  School  Activities. 

C.  Street  Incidents. 

D.  Child's  Knowledge  and  Observ^ation  of  Nature. 

2.  Social — Child's  Environment  and  Relation  to  Society 
and  Humanity. 

3.  Industrial — Child's  Knowledge  and  Observation  of  In- 
dustries. 

4.  Civic — Child 's  Knowledge  and  Observation  of  Civic  Life. 
II.  Literature. 

1.  Poetry — Poems  to  be  memorized  or  read. 

2.  Prose — Stories  and  selections  from  literature. 

3.  Grade  Libraries. 
III.  Pictures. 

rV.  Other  Subjects  of  the  Grade. 

7 


.   ETNGLISH 

''B'\      EE ACTION  FROM  THOUGHT  MATEEIAL— 
EXPRESSION. 

I.  ExpBEssiON  Through  Color,  Ink  and  Scissors. 
II.  Expression  Through  Dramatization. 
III.  Oral  Expression. 

1.  Conversation. 

2.  Reproduction. 

3.  Invention. 

IV.  Written  Expression. 

1.  Reproduction. 

2.  Invention. 

3.  Letter  writing. 

''C'\      TECHNICALITIES  OF  EXPRESSION. 

I.  Arrangement. 
II.  Technical  Langijage  and  Grammar. 
III.  Copying,  Dictation  and  Writing  from  Memory. 
IV.  Correct  Use. 

GENERAL  DIGEST 

*^The  work  of  each  grade  must  be  done  in  tlie  light  of  the 
course  as  a  whole.''    Percival  Chubb — ** Teaching  of  English.'' 

In  order  to  get  the  relation  of  each  grade  to  preceding  and 
succeeding  grades,  the  teacher  should  remember  that  while 
each  grade  must  review  and  extend  the  work  of  earlier  grades, 
in  the  main  only  the  new  or  advance  work  for  any  one  grade 
is  given  in  this  digest. 

**A.''  SOURCES  OF  THOUGHT  MATERIAL- 
IMPRESSION. 

Grades  IB  and  8A  inclusive — See  General  Outline  and 
Grade  Syllabi. 

8 


GENERAL  DIGEST 


**B."  REACTIONS  FROM  THOUGHT  MATERIAL- 
EXPRESSION. 

I.  ExPKESSiON  Through  Color,  Ink  and  Scissors. 

II.  Expression  Through  Dramatization. 

III.  Oral  Expression. 

1.  Conversation:  Reactions  from  ^^A'^  I  and  IV. 

IB.  Answer  teacher  ^s  questions — Correct  sentences. 
Encourage  observation — Coherence. 

lA.  Topics  from  child's  experience,  observation  and 
knowledge. 

2B.  First  grade  continued  and  extended. 

2A.  Train  for  coherence  and  sequence  of  time  and 
event.  Keep  to  the  topic ;  teacher  merely  to  guide 
the  conversation. 

3B.  Fewer  topics  and  more  thorough  treatment.  Great- 
er accuracy  in  observation.  Teacher's  plan  of 
questions  to  direct  conversation. 

3A.  Few  topics  fully  developed.  Begin  investigation 
of  new  and  unfamiliar  topics.  One  topic  extended 
over  several  lessons. 

4A-B.  Conversation  is  oral  preparation  for  oral  inven- 
tion. Recitations  in  History  and  Geography  are 
drills  in  conversation.  Begin  speaking  before 
others.  Aim  for  habits  of  clear  expression  and 
correct  use  in  all  recitations.  List  errors  for  atten- 
tion in  language  period. 

5A-B.  Report  and  discussion  following  investigation. 
Elaboration  of  topic  to  maintain  interest.  Definite 
assignments  to  individuals  for  investigation.  Top- 
ical recitations  in  other  subjects.  Correct  habits 
of  expression  in  all  recitations. 

6A-B.  Two  purposes — 1.  An  oral  preparation  of  sub- 
ject matter  for  the  purpose  of  oral  inventive  ex- 


ENGLISH 


pression.  2.  To  emphasize  the  natural  relation  of 
expression  in  other  recitations  to  expression  in 
language. 

Limit  the  topic.    Begin  reference  studies. 

7A-B.  Conversation — The  first  approach  to  a  new 
topic.  Encourage  pupils  to  take  initiative.  Elab- 
orate topics  in  other  subjects.  Reference  studies 
in  History  and  Geography. 

Recitation — Correct  habits  of  expression  in  all 
recitations.  Encourage  independent  preparation 
and  recitation  of  lessons. 

8A-B.  Recitation — Drill  for  correct  use.  Pupils  held 
responsible  for  all  recitations.  Extend  topics  from 
other  subjects.  Reference  studies. 
Dissertation — Topics  developed  in  class  room  or 
assigned  for  home  study.  Biographical  topics 
preferable.    Teacher  passive ;  pupils  active. 

2.  Oral  Reproduction:  Reaction  from  '^A''  II  and  IV. 

IB.  Introduced  late  in  term.  Stories  involving  repe- 
tition and  having  clear  beginning,  related  middle, 
and  definite  close. 

lA.  Orderly  arrangement  of  beginning,  middle,  and 
end,  a  means  of  giving  first  conception  of  oral  par- 
agraphing. 

2B.  Stories  short  and  simple.  Follow  sequence  of 
events.  First  co-operatively  and  later  by  individ- 
uals. 

2A.  Gradual  increase  in  number  of  events.  Logical,  or- 
derly reproduction  as  a  conscious  step  toward  oral 
paragraphing. 

3B.  Reproduce  only  a  few  of  best  stories  given. 
Teacher  reproduces  the  less  interesting  parts. 
Questions  or  groups  of  guide  words  to  insure  logi- 
cal sequence  or  to  indicate  paragraphing.  Oc- 
casional independent  reproduction. 

10 


GENERAL  DIGEST 


3A.  Continue  3B  with  enlarged  vocabulary. 

4A-B.  Stories  with  easily  distinguishable  parts.  Char- 
acter portrayal  from  stories.  Repeat  for  correc- 
tion of  language  forms.  Pupils  give  suggestions 
for  improvement.  In  4B  guide  words  gradually 
replaced  by  topics  and  sub-topics  which  lead  to  the 
co-operative  outline  in  4A. 

5A-B.  Character  portrayal  emphasized.  Co-operative 
outlines,  an  aid  to  independent  reproduction.  Self 
help  stimulated  by  criticism  of  another's  work. 

6A-B.  Gradually  introduce  longer  selections  from  liter- 
ature. Topics  assigned  from  other  subjects.  Selec- 
tion read  or  told  in  one  lesson,  discussed  in  second 
and  reproduced  in  third.  Short  reproductions  for 
concentration,  narration,  description,  exposition. 

7A-B.  Gradual  reduction  of  reproduction  in  favor  of 
more  invention.  Immediate  reproduction  of  short 
stories  with  definite  plots  or  clear  character  por- 
trayal. Include  narration,  description,  and  exposi- 
tion. Develop  power  for  independent  outlines 
which  are  required  for  reproduction  of  selections 
from  literature. 

8A-B.  Proportion  of  reproduction  decreased.  Repro- 
duce an  occasional  short  story.  Reproduce  selec- 
tions from  literature.  Encourage  declamation. 
Pupils  criticize  one  another's  reproduction. 
Limited  practice  in  argumentation. 

Oral  Invention:  jgeactions  from  "A"  I  III  and  IV. 
/Resultant  of  conversation. 

Inventive  expression  is  not  a  creation  of  ideas,  but 
rather  invention  of  expression  and  development  of 
personality. 

IB.  Short  sentences  given  by  the  children. 

lA.  Pictures  to  stimulate  original  sentences. 

2B.  Children  dictate  sentences;  after  co-operative  al- 
terations teacher  writes  them  oh  blackboard.    En- 

11 


ENGLISH 

courage  originality  for  free,  spontaneous  self-ex- 
pression. 

2A.  Copy  from  blackboard  sentences  developed  as  in 
2B.  Free  use  of  pictures.  Suggestive  words  or 
phrases  as  an  aid  in  making  mental  pictures. 

3B.  Use  topics  developed  in  conversation  for  more  sus- 
tained efforts  in  oral  invention  and  speaking  before 
others. 

3A.  Extension  of  3B. 

4A-B.  Work  based  upon  conversation.  Completing  an 
unfinished  story.  Original  stories.  Original  sen- 
tences concerning  a  given  topic  studied  for  logical 
order  and  paragraph. 

5A-B.  Speaking  before  class  for  self-control,  self-re- 
spect and  forcible  style.  Elaboration  of  topic  sen- 
tence. Expect  greater  spontaneity  than  in  repro- 
duction. 

6A-B.  KevieAv  well  prepared  topics  for  drill  in  speak- 
ing before  others.  Pupils  add  to  stories  previously 
reproduced.  Amplify  a  proverb,  fable  or  news- 
paper heading. 

7A-B.  Pupils  speak  without  previous  preparation  from 
knowledge  already  acquired.  Eeview  well  prepared 
topics  for  longer  and  more  sustained  efforts.  Aim 
for  self-possession,  self-poise,  and  self-respect 
through  connected  and  independent  discussion  of 
a  given  topic.  Practice  expanding  a  topic  sentence. 
Translate  pictures  into  language  story.  Give  men- 
tal pictures  from  suggestive  phrases.  Amplify 
proverbs.  Elaborate  topics  from  History,  Geog- 
raphy, Nature  Study,  etc. 

8A-B.  Dissertation:  Prepare  to  meet  increasing  de- 
mands of  Eighth  Grade  and  High  School.  En- 
courage impromptu  dissertation.  Class  debates. 
Eeports  on  current  events.  General  independent 
thinking  and  self-expression. 

12 


GENERAL.  DIGEST 


IV.    Written  Expression. 

(No  subdivisions  until  third  grade.) 

The  proportion  of  written  to  oral  expression  by  grades  is 
as  follows : 


First  Grade 
Second  *  * 
Third  '* 
Fourth  '' 
Fifth  '' 
Sixth  '' 
Seventh  '' 
Eighth    '' 

2B. 


no  written 

one-fifth  written 

one-fifth 

one-fourth 

one-third 

one-third 

one-half 

one-half 


all  oral 

four-fifths     oral 
four-tifths 
three-fourths 
tw^ -thirds 
two-thirds 
one-half 
one-half 


Copy  from  blackboard  one  to  three  sentences  pre- 
viously developed  by  reproduction  and  invention. 
Write  sentences  in  co-operation  with  teacher.  Orig- 
inal sentences  to  contain  given  words  related  in 
thought. 
2A.  Four  or  ^ve  sentences  the  maximum.  Use  of  guide 
words  related  in  thought  and  logical  in  order. 

■,,7  -D  (Reactions  from  ^*  A''  II  and  IV. 

Written  Eeproduction  < -r,       li     x    j? /^     1  t>         j     j.- 

/  Resultant  of  Oral  Reproduction. 

3B.  Only  a  few  of  the  oral  reproductions  written.  Copy 
one  (later  two)  paragraphs  written  as  a  result  of 
oral  reproduction.  Dictation  of  one  (later  two) 
paragraphs  previously  developed  orally.  Inde- 
pendent reproduction  of  simple  stories.  Guide 
words  grouped  to  indicate  paragraphs,  one  at  first, 
later  two. 

3A.  New  words  learned  or  placed  on  board  before  work 
begins.  Encourage  appropriation  of  words  and 
phrases  of  the  author  for  enrichment  of  vocabu- 
lary. Divide  longer  stories  into  parts.  Number  of 
paragraphs  increased  to  two  or  three. 

4B.  Co-operative  paragraphing.  Continue  relation  of 
sentences  in  a  paragraph.    Study  the  relation  of 


13 


ENGLISH 


paragraphs  in  a  selection  as  suggested  in  the  devel- 
opment of  topics  and  sub-topics.  Increasing  use  of 
co-operative  outlines  in  longer  reproductions  stud- 
ied in  parts  . 

4A.  Gradually  lead  up  to  independent  paragraphing. 
Continue  relations  of  sentences  and  paragraphs. 
Comparison  of  pupiPs  work  with  standards  devel- 
oped. Reproductions  written  as  a  whole.  Best 
work  read  to  class  as  a  model.  Extended  use  of  co- 
operative outlines.  Avoid  slavish  following  of  ex- 
act words  and  phrases  of  author.  Short  reproduc- 
tions without  outline.  Topic  or  opening  sentence 
noted  for  central  thought  of  paragraph. 

5A-B.  Independent  paragraphing.  Expect  proper  use 
of  related  sentences  in  a  paragraph,  related  para- 
graphs in  written  papers,  and  use  of  topic  or  open- 
ing sentences.  Co-operative  outline  limited  to  two 
or  three  main  topics.  Three  or  four  paragraphs  in 
written  papers.  Pupils  correct  their  own  papers 
before  handing  to  teacher. 

6A-B.  Pupils  gradually  prepare  most  of  co-operative 
outlines.  Frequent  short  reproductions.  One 
longer,  complete  reproduction,  every  four  or  five 
weeks.  One  period  a  week  to  individual  help.  Spe- 
cial aim  for  correct  form  jai  each  lesson.  Attention 
to  sentence  structure.  A  class  room  standard  es- 
tablished. 

7A-B.  Aim  constantly  for  clearness,  coherence  and 
conciseness  of  expression.  Moderate  use  of  para- 
phrase to  test  comprehension  of  original.  Frequent 
use  of  analysis,  condensation,  summary,  newspaper 
headlines,  telegrams,  etc.,  as  aids  to  right  habits  of 
study.  Eeproductions  from  literature  always  fol- 
low oral  reproduction  of  same  topic. 

8A-B.  Continue  work  of  seventh  grade.  No  oral  prep- 
aration required.  Aim  to  develop  judgment,  habits 
of  analytical  study  and  discrimination. 

14 


GENERAL  DIGEST 


^   ^^^  -r  (Eeactionfrom^^A''!,  IllandlV. 

2.  Wkitten  Invention: 3 ^^^^j^^^^  ^^  ^^^^  Invention. 

See  note  under  IV,  Written  Expression. 

3B.  Copy  from  blackboard  original  sentences  pre- 
viously developed  orally,  and  written,  after  cor- 
rection, by  the  teacher.  Write  a  paragraph  of 
original  sentences  from  guide  words.  First  one, 
later  two  paragraphs. 

3A.  Extend  3B.  Use  pictures  to  stimulate  original 
expression. 

4A-B.  Co-operative  outlines  the  basis  of  written  inven- 
tion. Work  done  one  or  two  paragraphs  at  a  time. 
Later,  complete  reproduction  not  exceeding  four 
or  five  paragraphs.  Best  papers  discussed  by  class. 
Original  stories.  Completing  unfinished  stories. 
Narration  and  description  based  on  pictures. 
Pupils  criticize  own  work  before  it  goes  to  the 
teacher. 

5A-B.  All  oral  and  other  written  work  to  contribute  to 
written  invention.  Daily  practice  in  original  writ- 
ing of  one  or  two  short  paragraphs.  A  few  longer 
formal  papers  during  term.  Elaboration  of  topic 
sentence  into  a  paragraph.  Occasional  impromptu 
writing  on  familiar  topics.  Utilize  outlines  devel- 
oped under  oral  inventive  work.  Encourage  habit 
of  giving  time  and  thought  to  a  subject.  Preserva- 
tion of  papers  through  term  to  show  progress. 

6A-B.  Invention  increases  in  proportion  to  reproduc- 
tion. Teacher  writing  with  pupils  on  same  topic. 
Teacher's  judgments  kept  in  background.  Daily 
practice  on  short  papers  and  on  sub-topics  of  co- 
operative outlines.  A  long  formal  paper  every  five 
weeks.  Continue  pupiPs  criticism  of  own  work. 
Constant  aim  for  correct  form. 

7A-B.  Invention  has  precedence  over  reproduction.  En- 
courage originality.    Daily  practice  in  short  papers 

15 


ENGLISH 


and  in  sub-topics  of  a  subject  continued  over  sev- 
eral lessons.  Impromptu  writing.  Original  stor- 
ies, using  introduction  read  by  teacher.  Additions 
to  stories  reproduced.  Monthly  or  bi-monthly 
long  paper. 

8A-B.  Invention  the  chief  medium  in  written  expres- 
sion. Daily  practice.  Monthly  or  bi-monthly  long 
paper.  Give  individual  tastes  and  enthusiasms 
free  expression. 

3.  Letteb  Writing. 

3A.  Friendly  letters  of  simplest  form.  Heading,  Salu- 
tation and  Conclusion.  Copying  complete  letters. 
Copying  body  of  letters  and  supplying  headings, 
etc.  Develop  content  orally  before  writing  original 
letter. 

4A-B.  Eeview  and  extend  3A.  Eead  to  children  letters 
from  literature — imaginative  letters.  Discuss  mo- 
tives for  letter  writing. 

5A-B.  Continue  previous  work.  B.  Answer  to  adver- 
tisements. A.  Simple  business  letters.  Emphasize 
necessity  for  accuracy  and  neatness. 

6A-B.  Continue  work  of  fifth^grade.  Some  work  in  let- 
ters of  friendship.  Special  emphasis  on  business 
correspondence. 

7A-B.  Social  correspondence*  Review  previous  grades. 
Motives  and  suggestions  for  business  correspond- 
ence.   Demand  accuracy  and  neatness. 

8A-B.  Comprehensive  review  of  all  previous  work. 
Business  correspondence,  with  emphasis  on  brev- 
ity, pointed  and  exact  statement.  Social  corre- 
spondence, including  both  formal  and  informal 
notes,  invitations,  regrets,  and  other  conventional 
and  accepted  forms. 

16 


GENERAL.  DIGEST 


^^C'^  TECHNICALITIES  OF  EXPRESSION. 

Arkangement. 

IB.  Writing  sentences  on  blackboard. 

lA.  Writing  sentences  on  paper. 

2B.  Margin  at  left  in  written  sentences.  Heading  of 
written  paper — grade — date — subject. 

2A.  Margins  at  left  and  right  of  paper.  Descriptive 
title  for  written  papers. 

3B.  Simple  sentences  only.  Avoid  excessive  use  of 
*'and"  and  '^but."  Indentation  in  paragraphs — 
copying  and  dictation.  Indentation  applied  to  all 
written  work. 

3A.  Simple  sentences  with  modifying  phrases.  Inden- 
tation in  paragraphs  required.  Review  use  of 
headings  and  margins. 

4B.  Distinguish  between  statement  and  question.  Co- 
operative paragraph  with  guide  words  and  out- 
lines. 

4A.  Statements,  questions,  commands,  exclamations. 
Some  independent  paragraphing.  Topic  sentence. 
Co-operative  outline.  Superscription  on  envelopes. 
Review  and  application  of  margins  and  headings. 

5B.  Recognize  sentences  as  declarative,  interrogative, 
imperative,  exclamatory.  Gradual  introduction  of 
use  of  complex  sentence.  (No  attempt  at  analy- 
sis.) Modifying  phrases  expanded  into  clauses. 
Independent  use  of  paragraphs.  Selection  of  topic 
sentences  from  printed  paragraphs.  Co-operative 
outlines — two  or  three  main  topics.  Impromptu 
oral  and  written  work.  Review  friendship  letters. 
Answers  to  advertisements. 

5A.  Review  and  extension  of  work  of  5B.  Two  parts 
of  sentence — subject  and  predicate.      Extend  co- 

17 


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operative   outlines   to   four  main  topics.     Simple 
business  letters. 

6B.  Simple  subject,  simple  predicate;  complete  subject, 
complete  predicate.  Unity  of  sentences,  relation  of 
paragraphs;  a  standard  established,  the  practice 
not  rigorously  enforced.  Pupils  gradually  taking 
greater  share  in  co-operative  outlines.  Need  of 
caution  in  too  extensive  use  of  outlines.  Business 
correspondence. 

6A.  Gradual  introduction  of  compound  sentence.  Eec- 
ognition  of  sentences  as  simple,  complex  and  com- 
pound. Exercises  in  combining,  condensing  and 
transforming  sentences.  Some  simple  outlines 
made  by  pupils  unaided. 

7A-B.  Continued  practice  in  use  (not  analysis)  of  com- 
plex and  compound  sentences.  Combination  of 
short  related  simple  sentences  into  one  longer  com- 
plex and  compound  sentence  and  vice  versa.  Con- 
tinued attention  to  paragraphing.  Independent 
outlines. 

8A-B.  More  definite  study  of  the  use  of  complex  and 
compound  sentences  through  analysis.  Study  par- 
agraphing, using  selections  of  literature  as  models. 
Extended  work  in  independent  outlining.  General 
review. 

II.  Technicalities  of  Language  and  Gkammar. 

IB.  1.  Capitals — Beginning  of  sentence,  pupiPs  name, 

2.  Punctuation — Period  at  end  of  sentence. 

3.  Preparation  for  dictionar}^     Phonics. 
lA.  1.  Capitals — Proper  names  in  reader. 

2.  Punctuation — Question  mark  at  end  of  sentence. 

3.  Dictionary  Work — Learn  the  Alphabet.  Phonics. 

•   2B.  1.  Capitals— ^^0,"  first  word  of  each  line  of  po- 
etry, months,  days.  » 

18 


GENERAL  DIGEST 


2.  Punctuation — Period  after  abbreviations.  Pe- 
riod and  comma  in  dates  on  written  paper. 

3.  Abbreviations — Mr.,  Mrs.,  Months,  Days. 

4.  Dictionary  Work — Master  Alphabet.     Phonics. 

2A.  1.  Capitals — State,  City  and  Street. 

2.  Punctuation — Eeview. 

3.  Abbreviations— N.  Y.,  St.,  Ave.,.  P.  0. 

4.  Dictionary  Work — Arrangement  in  alphabetical 
order  of  familiar  words  with  different  initials. 
Phonics. 

3B.  1.  Capitals — Eeview  previous  work.     Initials. 

2.  Punctuation — Period  with  abbreviations  in 
number  work  and  with  initials.  Hyphen  in  com- 
pound word  and  at  end  of  line  to  show  separa- 
tion of  syllables. 

3.  Abbreviations — Those  used  in  number  work. 

4.  Dictionary  Work — Eeview.    Phonics. 

3 A.  1.  Capitals — First  word  of  simple  direct  quota- 
tion. Heading,  salutation  and  conclusion  of  a 
simple  letter. 

2.  Punctuation — Quotation  marks  in  simple  direct 
quotation.  Punctuation  of  heading,  salutation 
and  conclusion  of  simple  letter.  Apostrophe 
in  singular  possessive  and  in  contractions. 

3.  Abbreviations — Supt.,  Prin.,  Dr.,  Pres.,  Eev. 

4.  Dictionary  Work — ^Accent  mark.  Phonics  and 
diacritical  marks. 

4B.  1.  Capitals — Superscription  on  an  envelope. 

2.  Punctuation — In  superscription  on  an  envelope. 
Interrogation  Marks — ^Apostrophe  in  plural  pos- 
sessives  and  contractions.  Comma  preceding 
quotation. 

3.  Abbreviations — Eeview. 

19 


ENGLISH 


4.  Dictionary  Work — Arrangement  in  alphabetical 
order   of   familiar   words   having  initials   only 
alike. 
Phonics  and  diacritical  marks. 

4A.  1.  Capitals — Titles  and  places;    names  of  Deity; 
proper  names. 

2.  Punctuation — ^Exclamation  mark.  Comma  fol- 
lowing ^'yes''  and  ^^no''  when  used  with  name 
of  person  addressed. 

3.  Abbreviations — Those  in  arithmetic  and  geog- 
raphy, Gov.,  Gen.,  Capt.,  Sec. 

4.  Dictionary  Work — Review. 

5B.  1.  Capitals — Proper  names  in  geography  and  his- 
tory. 

2.  Punctuation — Comma  to  set  off  clause  or  phrase 
out  of  natural  order. 

3.  Abbreviations— P.  S.,  A.  M.,  P.  M.,  M.  D.,  D.  D., 
and  other  common  degrees. 

4.  Dictionary  Work — Arrangement  in  alphabetical 
order  of  familiar  words  having  unlike  initials. 

5 A.  1.  Capitals — ^Review\ 

2.  Punctuation — Comma  in  series  of  words. 

3.  Abbreviations— IT.  S.  A.    For  the  States. 

4.  Dictionary  Work — Review. 

6B.  1.  Capitals — Proper  use  required  in  all  papers. 

2.  Punctuation — Comma  separating  person  ad- 
dressed. 

Quotation  marks  in  broken  quotations. 

3.  Abbreviations— 0.  K.,  C.  0.  D.,  f.  o.  b.,  inst.,  ult., 
etc. 

4.  Dictionary  Work— Words  at  top  of  dictionary 
page.    Diacritical  key. 

20 


GENERAL  DIGEST 


5.  Grammar — Kinds  of  sentences  as  to  use.  Simple 
subject  and  predicate;  complete  subject  and 
predicate. 

6A.  1.  Capitals— See  6B. 

2.  Punctuation — Caution  against  quotation  marks 
in  indirect  quotation. 

3.  Abbreviations — i.  e.,    e.  g.,   viz.,    anon.,   mdse^ 

Messrs. 

4.  Dictionary  Work — ^Abbreviations  in  defining 
words:   n.,  a.,  v.,  adv.,  pron.,  sing.,  pi. 

5.  Grammar — Kinds  of  sentences  as  to  form, 
Eecognition  of  parts  of  speech — nouns,  pro- 
nouns, verbs,  adjectives  and  adverbs. 

7B.  1.  Capitals — Proper  use  of  all  capitals. 

2.  Punctuation — Require  all  punctuation  marks 
taught  in  grades  below.  Teach  comma  to  set  off 
introductory  connecting  adverbs. 

3.  Abbreviations — Classify  in  review  all  abbrevia- 
tions of  lower  grades. 

4.  Dictionary  Work — Review  previous  work.  Drill 
in  opening  promptly  to  given  letter  or  word  and 
in  getting  pronunciation,  spelling  and  definition. 
Use  index  in  all  texts. 

5.  Grammar — Review  Sixth  Grade.  Recognition  of 
prepositions,  interjections  and  conjunctions. 
Nouns :  Classification,  properties,  declension, 
use  in  sentence.    Parsing  pronouns. 

7A.  1.  Capitals— See  7B. 

2.  Punctuation — See  7B. 

3.  Abbreviations — See  7B. 

4.  Dictionary  Work — Repeat  7B. 

5.  Grammar  —  Adjectives:  Classification,  com- 
parison, use  in  sentence,  parsing.    Prepositions: 

21 


ENGLISH 


List  of  common  ones;  use.  Interjections:  Rec- 
ognition and  use.  Analysis  and  diagraming 
simple  sentences. 

8B.  1.  Capitals — See  Seventh  Grade. 

2.  Punctuation — Review  all  previous  work.  Com- 
ma after  introductory  words,  phrases  and 
clauses.     Dash  and  parenthesis. 

3.  Abbreviation — See  Seventh  Grade. 

4.  Dictionary  Work — Drill  in  finding  punctuation, 
accent,  spelling,  definitions.  Frequent  reference 
to  index  in  all  texts.  General  use  of  works  of 
reference. 

5.  Grammar — Verbs :  Classification,  properties, 
principal  parts,  inflection,  parsing.  Analysis 
and  diagraming  of  compound  sentence. 

8A.  1.  Capitals — See  Seventh  Grade. 

2.  Punctuation — See  seventh  grades.     Comma  be- 
1  fore  additional  clause ;  semi-colon  and  colon. 

3.  Abbreviation — See  Seventh  Grade. 

4.  Dictionary  Work — Daily  use  of  dictionary.  Use 
of  index  in  all  texts.  Frequent  use  of  encyclo- 
pedia and  other  works  of  reference. 

5.  Grammar — Thorough  review  and  more  inten- 
sive study  of  grammar.  Conjunctions.  Clauses. 
Phrases.  Analysis  and  diagraming  of  complex 
and  compound  sentences. 

m.  Copying,  DiCTATioisr  and  Writing  from  Memory. 

IB.  Copying — Short  sentences  on  blackboard. 

lA.  Copjdng — Short  sentences  on  blackboard  and 
paper. 

2B.  Copying — From  board,  readers,  etc.  Dictation — 
Short  sentences  previously  studied.  Mejnory  Writ- 
ing— Occasional  short  poem  s  or  stanzas 

22 


GENERAL  DIGEST 


2 A.  Copying — Model  language,  number  or  spelling  les- 
son. Dictation — Short  sentences.  Memory  Writ- 
ing— Occasional  short  poems  or  stanzas. 

3B.  Copying — Models  of  indentation,  headings,  titles 
and  margins.  Dictation  (do  not  repeat) — Follow- 
ing copying  exercise.  Memory  Writing — Short 
poems. 

3A.  Copying — Limited  amount  of  review.  Dictation 
(do  not  repeat) — For  concentration  of  attention 
and  correct  use  of  language  forms.  Memory  Writ- 
ing— Short  poems. 

4A-B.  Copying — Gradually  replaced  by  dictation.  Dic- 
tation (do  not  repeat) — For  concentration  and  cor- 
rect language  forms.  Memory  Writing — Short 
poems,  memory  gems,  etc. 

5A-B.  Dictation  (do  not  repeat) — As  a  test  in  use  of 
technicalities.  Memory  Writing — Poems,  quota- 
tions, etc. 

6A-B.  Dictation — To  create  power  of  sustained  atten- 
tion.   Memory  Writing — Poems,  quotations,  etc. 

7A-B.  Dictation — To  furnish  models  in  complex  and 
compound  sentence  structure  and  in  all  other 
forms  which  the  class  may  be  studying.  To  create 
power  of  sustained  attention  and  concentration. 
Writing  from  Memory — To  give  practice  in  use  of 
capitals  and  marks  of  punctuation,  and  to  fix 
iirmly  in  mind  selection  learned. 

8A-B.  See  seventh  grades. 

IV.    CoERECT  Use. 

(In  course  of  preparation). 

EEFEEENCE  LIST  OF  POEMS  AND  STOEIES. 

The  following  books,  referred  to  as  the  English  Library, 
are  to  be  found  in  each  school.    Each  book  is  referred  to  by  the 


23 


ENGLISH 


number  it  bears  in  this  list.  For  example,  ^^Bees,  Sherman, 
4-112/'  refers  to  a  poem  Bees,  by  Sherman,  found  in  book  4 
(Little  Folk  Lyrics)  on  page  112. 

1.    Land  of  Song,  Vol.     I. 

II. 
III. 


2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
IL 
12. 
13. 
14. 
15. 
16. 
17. 
18. 
19. 
20. 
21. 
22. 
23. 
24. 
25. 
26. 
27. 
28. 
29. 
30. 
31. 
32. 


a        a        a         y^j 
a        a        a         Y^l 

Little  Folk  Lyrics. 
Eugene  Field  Book. 
In  the  Child's  World. 

Longfellow's  Complete  Poems  (Houghton,  Miffin  Co.) 
Open  Sesame  Vol.  I. 
Vol.  IL 

''  ■    ''      Vol.  in. 

Lovejoy's  Nature  in  Verse. 
For  the  Children's  Hour — Bailey  and  Lewis. 
Holton  Primer. 
Child's  Garden  of  Verses. 
Mother  Goose  Rhymes — Charles  Welch  . 
Golden  Numbers — Wiggins  and  Smith. 
The  Posy  Ring.  "         ''         '' 

Stories  to  Tell  Children — Bryant. 
How  to  Tell  Stories  to  Children — Bryant. 
The  Fables  of  Aesop— MacMillan  Co. 
The  Silver  Crown — Richards. 
The  Golden  Windows — Richards  . 
Norse  Stories — Mabie. 
The  Story  Hour — ^Wiggins  and  Smith. 
The  Nursery  Rhyme  Book — ^Lang. 
Stepping  Stones  to  Literature  Book  I. 

IL 


(( 


IIL 
IV. 
V. 
VI. 

vn. 


24 


I 


GENERAL  DIGEST 


33. 
34. 
35. 
36. 
37. 
38. 
39. 
40. 
41. 
42. 
43. 
44. 
45. 
46. 
47. 
48. 
49. 
50. 
51. 
52. 
53. 


Poems  by  Grades- 


Heart  of  Oak  Books  No.  1. 

No.  2. 
No.  3. 
No.  4. 
No.  5. 
No.  6. 
-Harris  and  Gilbert  No.  1. 

a         (I  a  a  n  n  >t^    o 

Hellenic  Tales. 

Guide  Books  to  English — Harris  and  Gilbert  No.  1. 

a  a        It  it  n  n  a  -nt^    o 

The  Pig  Brother — Eichards. 

Smoky  Day^s  Wigwam  Evenings — Eastman. 

Old  Mother  West  Wind — Burgess. 

Merry  Animal  Tales — Bingham. 

Fifty  Famous  Stories — Baldwin. 

Hans  Andersen's  Fairy  Tales — Stickney. 

Lowell's  Complete  Poems  (Houghton,  Mifflin  &  Co.) 

Cary's  Poetical  Works  ''  ''       **     " 

Whittier's  Complete  Poems  ''  ''      ''     '' 

The  Book  of  Legends — ^Scudder. 


25 


ENGLISH 


SYLLABUS 

First  Grade  B 

A.     Sources  of  Thought  Material — 
Impression 

I.     EXPERIENCES  OF  THE  CHILD'S  LIFE. 
1.  Personal. 

A.  Home  Life — Central  thought,  ''My  Mother.'^ 

1.  Care  of  home — father  and  children — sewing,    cook- 

ing, preserving  for  winter. 

Occupations  of  the  day  of  week. 

Why  I  like  to  make  gifts  for  mother. 

Relate  study  of  mother's  care  to  other  studies  of 

child  life. 

2.  Occupations  directly  related  to  home — 

a.  .Milkman  or 

b.  Grocer  or 

c.  Meatman  or 

d.  Shoemaker  or 

e.  Storekeeper. 

B.  School  Activities — 

1.  Holidays. 

2.  Relate  conversations  to  manual  training,  physiology 

and  physical  training  outlines. 

3.  Visit  Kindergarten. 

4.  Going  to  School. 

Every  day  on  time — the  clock  (telling  time). 
Birthday  party  for  ' '  November  children, '  ^  etc. 

26 


FIRST  GRADE  B 


A  pet  of  some  kind — animal — fish,  etc.,  should  be 
kept  for  a  time  as  it  furnishes  an  interest  on  which 
language  and  reading  lessons  can  be  built. 

5.  Class  walks  and  excursions. 

There  should  be  at  least  two  each  month  in  pleas- 
ant months. 

C.  Street  Incidents — 

1.  Directly  home  from  school — directly  to  school  from 

home. 

2.  Processions. 

3.  Accidents — necessity  for  care  at  crossings,  etc. 

4.  Observations  for  Nature  Study. 

J),  Child's  Knowledge  and  Observation  of  Nature — 
See  Nature  Study  outline. 

2.  Social. 

A.  Child's    Environment    and    Relation    to    Society    and 

Humanity — 

Topics  under  social  experiences  are    associated    with 

personal  experiences. 

3.  Industrial. 

A.  Child's  Knowledge  and  Observation  of  Industries — 

See  Manual  Training  outline  and  topic  Home  Occupa- 
tions under  personal  experiences. 

4.  Civic. 

See  outline  in  civics  and  the  fire  drill  outline. 

II.    LITERATURE 
1.  Poetry. 

Poems  to  be  memorized  (a  minimum  of  three  each  term). 

Do  not  use  poems  assigned  to  a  higher  grade. 

I  Love  Little  Pussy  (Taylor) 1-36 

If  Ever  I  See  (Child) 11-30 

27 


ENGLISH 

Mary's  Lamb  (Hale) 1-27,  26-85 

Pussy  Willow  .13-83 

Twinkle,  Tmnkle  Little  Star  (Taylor) 1-24 

The  Frog's  Good-bv 11-221 

A  Nut 13-27 

The  Little  Angel  (Prentiss) 8-291 

Little  Kitty 8-297 

A  Visit  from  St.  Nicholas  (Moore) 1-73 

The  Baby  (MacDonald) 1-15,  8-293 

My  Shadow  (Stevenson) 35-9,  14-32 

Daisies    ( Sherman) 4-19 

Sleep,  Baby,  Sleep  (From  the  German) 1-48,  8-803 

Leaves  at  Play  (Sherman). 4-81 

Little  Birdie  (Tennyson) 26-127,  1-13 

Hiawatha's  Childhood  (Longfellow) .7-147 

Poems  to  be  read  by  the  Children. 

In  this  grade  the  children  should  read  Mother  Goose  and 
other  nursery  rhymes  w^hich  may  be  found  in  the  grade 
library  or  written  on  the  blackboard. 
•  Sec  Book  15  English  Library). 
(  ''        ''      33         '*  ''       ), 

Poems  to  be  read  to  the  Children. 

Read  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following: 

The  Squirrel's  Home 13-33 

The  Bird's  Farewell 13-39 

Come  Little  Leaves 11-203 

The  Busy  Bee  (Watt) 1-30 

Cock  Rokn's  Death 1-28 

Spring  (Thaxter) 1-70 

The  Tree  (Bjornsen) 1-89 

Little  Bo-Peep  (Mother  Goose) 1-21 

The  Shadows  (Sherman) 4-66 

The  Rock-a-By  Lady  (Field) 5-2 

Norse  Lullaby  (Field) 5-42 

Bees  (Sherman) 4-112 

28 


FIRST  GRADE  B 


2.  Peose. 

Stories — A  nrinimTim  of  three  each  term. 

Little  Gingerbread  Man 18-8 

Little  Red  Hen .12-293,  18-7 

Three  Bears 19-37,    12-303 

The  First  Thanksgiving. 24-107 

Little  Half  Chick 18-33,     12-152 

The  Three  Pigs 19-32,     12-306 

The  Sheep  and  the  Pig 12-50 

The  Wind  and  the  Sun 20-140,     18-71 

Little  Red  Riding  Hood. 34-16 

The  Boy  who  Cried  Wolf 33-62,     18-68 

The  Crow  and  the  Pitcher 20-129 

The  Fox  and  the  Grapes 20-76 

The  Lion  and  Mouse 33-68,  20-26 

The  Ant  and  the  Grass-hopper 20-86 

The  Cat,  the  Ape  and  the  Nuts 33-73 

The  Cake 21-56 

3.  Gkade  Librakies. 

Encourage  the  children  to  use  the  grade  library  books. 
Arouse  their  self-activity  by  calling  attention  to  the  pic- 
tures, the  most  attractive  pages,  and  by  reading  the  interest- 
ing portions. 

III.    PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

Use  the  material  gained  in  the  reading  for  language  pur- 
poses. 

B.  Reactions  from  Thought  Material — 
Expression 

L  EXPRESSION  THROUGH  COLOR,  INK  AND  SCISSORS. 

Occupation  work  through  these  media  is  a  valuable  factor  in 
self-expression,  if,  and  only  if,  it  expresses    the    child's    own 


29 


ENGLISH 


thought.  To  the  child,  color,  ink  and  scissors  are  natural  and 
spontaneous  forms  of  self-expression.  The  chief  value  of  these 
media  of  expression  lies  in  the  freedom  allowed  the  child,  and 
consequently  it  cannot  be  considered  or  criticized  from  an  ar- 
tistic standpoint. 

This  occupation  work  is  therefore  recommended  in  the  pri- 
mary grades  as  a  medium  of  self-expression,  with  the  distinct 
provision  that  it  shall  be  used  only  for  language  purposes.  Al- 
ways allow  the  child  to  express  his  own  thought,  and  to  express 
it  unhindered  by  too  exacting  artistic  limitations. 

II.    EXPRESSION  THROUGH  DRAMATIZATION. 

Dramatic  imitation  is  a  spontaneous  instinct  in  a  child's 
nature.  Thought  in  the  child's  mind  tends  to  express  itself  in 
action.  Dramatization  is  the  activity  side  of  language  work  and 
should  therefore  be  freely  used  in  the  primary  grades. 

The  aims  in  dramatization  should  be: 

1.  To  afford  the  child  this  natural  medium  of  self- 
expression. 

2.  To  cultivate  the  imagination,  leading  to  the  power 
\  of  constructive  imagination. 

When  a  child  enters  the  world  of  imagination  so  completely 
as  to  lose  account  of  his  own  personality  and  all  reality,  he  enters 
a  new  and  wonderfully  rich  experience ;  his  constructive  imag- 
ination brings  to  him  an  expansion  of  his  own  personality. 

A  few  children  have  dramatic  talent,  but  all  children  have 
dramatic  instinct.  Dramatization  in  any  grade  should  never 
serve  the  few  with  dramatic  talent,  but  stimulate  the  dramatic 
instinct  of  all.  Unimaginative  and  unexpressive  children  most 
need  this  form  of  self-expression. 

The  selections  for  dramatization  in  the  class  room  should 
always  be  simple;  never  the  ornate,  costumed  exhibition  justi- 
fiable only  for  a  special  school  entertainment. 

In  the  first  grade,  dramatization  takes  the  form  of  action 
reading.    Here  the  child's  interest  is  in  words  which  express  ac- 

30 


FIRST  GRADE   B 


tion ;  let  the  action  accompany  the  word.  Later  in  the  first  grade 
very  short  stories  full  of  action  should  be  dramatized. 

In  the  second  grade,  dramatization  should  be  confined  to 
short  stories  or  dialogues. 

In  the  third  grade,  longer  units  may  be  used,  involving  more 
children. 

Whenever  a  story,  or  scene,  has  been  played-  several  times 
and  ceases  to  arouse  spontaneous  response  it  has  served  its  pur- 
pose and  new  material  should  be  found.  The  purpose  of  this 
form  of  self-expression  is  defeated  if  the  dramatization  is  re- 
peated until  it  approximates  a  form  suitable  for  public  exhibi- 
tion. Freedom  and  spontaneity  of  expression  are  its  only  justi- 
fication for  use  in  a  school  room. 

III.     OEAL  EXPRESSION. 

1.  CoNVERSATiox :   Reactions  from  **A''  I. 

Outline. 

1.  Conversation  lessons  the  beginning  of  language  work 
— Need  of  spontaneous  self-expression. 

2.  Coherence  and  correct  use  in  sentences. 

3.  Topics  from  child  ^s  personal  experience  followed  by 
topics  from  his  knowledge  and  observation — Children 

'     supply  topics. 

Syllabus. 

1.  Conversation  based  upon  the  personal  experiences  of 
the  child's  life  is  the  beginning  of  oral  expression.  It 
is  then  imperative  that  the  children  express  their 
thoughts  with  perfect  freedom. 

2.  Pupils  can  be  trained  to  answer  questions  in  correct 
sentences;  to  keep  to  the  subject;  to  form  good  habits 
of  observation,  thought  and  speech. 

3.  Topics  relating  solely  to  the  child's  own  life  may  be 
used  at  first:  gradually  he  may  be  led  to  conversation 
on  topics  relating  to  his  observation  and  knowledge. 
Frequently,  children  will  suggest  topics  which  are  suit- 
able for  good  conversation  lessons. 

31 


ENGLISH 


2.  Oral  Eeproduction  :    Eeactions  from  ''A"  II  and  IV. 

Outline. 

1.  Oral  reproduction  introduced  late  in  term — Short, 
simple  stories. 

2.  Stories  involving  repetition. 

Syllabus. 

1.  Oral  reproduction  of  stories  and  poems  may  be  intro- 
duced into  the  language  work  later  in  the  term.  Not 
every  story  is  suitable  for  reproduction.  The  short, 
simple  story  with  a  clear  beginning,  a  related  middle 
and  a  definite  close  is  best  for  reproduction. 

2.  Stories  involving  repetition,  e.  g.,  ^  ^  Little  Gringerbread 
Boj'\  ^^The  Cat  and  the  Mouse'',  ^'Chicken  Little", 
etc.,  develop  the  power  of  logical  order  and  maintain 
the  interest  by  the  successive  additions  to  the  repro- 
ductions. 

3.  Oral  Invention:    Eeactions  from  ^*A"  I  and  III. 

Outline. 

1.    Short  spontaneous  sentences. 

Syllabus. 

1.  If  the  children  show  a  tendency  to  give  short  original 
sentences,  the  opportunity  should  be  found  for  this  in- 
ventive work. 

IV.    WEITTEN  EXPEESSION. 

The  Expression  work  of  the  First  B  should  be  entirely 
oral,  with  the  exception  of  the  writing  on  the  black- 
board, incidental  to  the  technicalities. 

32 


FIRST  GRADE   B 


C.     Technicalities  of  Expression 

I.  AERANGEMENT. 

Writing  sentences  on  blackboard. 

II.     TECHNICALITIES  OF  LANGUAGE. 

1.  Capitals — Beginning  of  sentences,  name  of  pupil,  the 
word  '^L'' 

2.  Punctuation — Period  at  end  of  sentence. 

3.  Preparation  for  Dictionary  Work — Teach  phonetic 
value  of  letters  in  connection  with  reading. 

IIL    COPYING. 

The  teacher's  blackboard  sentences  serve  the  purpose  of 
copying  and  may  be  used  to  test  the  correct  use  of 
capitals  and  the  period. 

IV.    CORRECT  USE. 
(In  course  of  preparation.) 


33 


ENGLISH 


First  Grade  A 

A.     Sources  of  Thought  Material — 
Impression 

I.    EXPERIENCES  OF  THE   CHILD'S   LIFE. 

1.  Peksonal. 

A.  Home  Life — Emphasis  of  thought  upon  ''  My  Father.'' 

1.  Provider  of  house  we  live  in — shelter,  food,  clothing. 

2.  House  building — materials — wood,  brick — builders — 

carpenter,  mason. 

3.  Visit  a  house  being  built — Plan  a  room  or  make  a 

house  on  sand  table — Plan  a  garden,  Nature  study 
— Furnish  it,  manual  training — lighting — heating. 
Father's  work  about  home. 

4.  Indicate  the  relationship  of  father  in  family  to  child 

life  of  other  lands  when  studied. 

B.  School  Activities. 

1.  Relate   three   conversations    to   physiology,   nature 

study,  physical  training. 

2.  Holidays. 

3.  Birthdays. 

4.  Why  I  like  to  make  gifts  for  father. 

5.  Care  of  clothing  at  school — coats,  rubbers,  etc. 

Care  of  cloak  room. 

C.  Street  Incidents, 

1.  Processions. 

2.  Class  walks  and  excursions. 

3.  Observations  for  Nature  Study. 

34 


I 


FIRST  GRADE   A 


4.  Popcorn  man. 
D.  CMUrs  Knowledge  and  Observation  of  Nature. 
See  Nature  Study  Outline. 

2.  Social. 

A.  Child's    Environment    and    Relation    to    Society    and 
Humanity. 

Topics  under  social  experiences  are  associated  with 
personal  experiepces. 

3.  Industrial. 

A.  Child's  Knowledge  and  Observation  of  Industries. 
See  Manual  Training  Outline. 

4.  Civic. 

See  outline  in  civics  and  fire  drill  outline. 

11.    LITERATURE. 
1.  Poetry. 

Poems  to  be  Memorized.    (A  minimum  of  three  each  term.) 
Do  not  use  poems  assigned  to  a  higher  grade. 

Little  Boy  Blue  (Field) 5-1 

The  Swing  (Stevenson) 14-62 

The  Wind  (Stevenson) 14-45 

They  didn't  Think  (Carey) 11-295 

Over  in  the  Meadow  (Wads worth) 1-16 

Little  Things  (Selected) 8-293 

Shadow  Town  Ferry  (Rice) 8-315 

The  Cow  (Stevenson) 14-42 

The  Land  of  Counterpane  (Stevenson) 14-27 

Thanksgiving  Day  (Child) 8-230 

Singing  (Stevenson) 14-20 

Where  Go  the  Boats  (Stevenson) 14-24 

Lady  Moon  (Houghton) 1-14 

Nursery   Song    (Carter) 1-25 

The  Sunbeams  (Poulsson) 6-398 

The  Children's  Hour  (Longfellow) • 7-247 

35 


ENGLISH 

- 

Poems  to  be  Eead  by  the  Children. 
In  this  grade  the  children  should  read  Mother  Goose  and 
other  nursery  rhymes  which  may  be  found  in  the  grade 
library  or  written  on  the  blackboard.     (See  Books  15-33 
English  Library). 

Poems  to  be  Eead  to  the  Children. 
Eead  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following : 

The  Shadows  (F.  D.  Sherman) 4-66 

The  Eock-a-by  Lady  (Field) 5-2 

Norse  Lullaby 5^2 

Bees  (F.  D.  Sherman) 4-112 

A  Eeal  Santa  CDlaus  (F.  D.  Sherman) 4-53 

Jack  Frost  (Selected) 11-258 

The  Fox  and  the  Crow  (Taylor) 8-273 

Queen  Mab  (Hood) 8-253 

What  Are  You  Good  For?  (Miller) 8-140 

Piccola   (Thaxter) 6-129 

Good  and  Bad  Children  (Stevenson) 14-49 

Santa  Claus  and  the  Mouse  (Poulsson) 6-122 

The  Mouse ^s  Thanksgiving  (Holmes) 13-54 

The  Snow  Bird  (Sherman) 4-120 

A  Good  Boy  (Stevenson) 14-36 

Apple-Seed  John  (Child) 6-59 

The  Constant  Dove  (Thaxter) 6-80 

The  New  Moon  (Follen) 1-48 

The  Silk  Worm  (Howitt) 

The  Duel  (Field) 5-3 

2.  Prose. 

Stories — A  minimum  of  three  each  term. 

The  Straw,  the  Coal  and  the  Bean 4-24 

Old  Woman  and  her  Pig 33-83,  12-89,  19-43 

Babes  in  the  Woods 24-96 

The  Elves  and  the  Shoemaker 18-109 

How  Eobin  got  his  Eed  Breast 12-179 

Legend  of  the  Wood-pecker 12-177 

36 


I 


FIRST  GRADE   A 


Mr.  Easter  Hare 12-281 

The  Good  Shepherd ; 12-231 

Mrs.  Santa  Clans 12-251 

Jack  and  the  Bean  Stalk 34-62 

The  Frog  and  the  Ox 19-167,     33-77,     20-57 

How  Brother  Eabbit  Fooled  the  Whale 18-29 

Cinderella 34-82 

The  House  that  Jack  Built 33-34. 

The  Hare  and  the  Tortoise 33-72 

Henny-Penny 13-97,     12-297,     33-79 

The  Dog  and  the  Shadow 33-59 

The  Feast 21-33 

The  Boots  21-37 

The   Sailor  Man. 22-66 

The  Hill 22-39 

3.  Grade  Libraries. 

The  children  should  be  encouraged  to  use  the  grade  library 
books.  Their  self -activity  should  be  aroused  by  calling  their 
attention  to  the  pictures  and  to  the  most  attractive  pages, 
and  by  reading  the  interesting  portions  of  the  book. 

III.    PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

Use  the  material  gained  in  the  reading  for  language  pur- 
poses. 

B.     Reactions  from  Thought  Material — 
Expression 

I.  EXPRESSION  THROUGH  COLOR,  INK  AND  SCISSORS. 

Occupation  work  through  these  media  is  a  valuable  factor 
in  self-expression  if,  and  only  if,  it  expresses  the  child *s  own 
thought.  To  the  child,  color,  ink  and  scissors  are  natural  and 
spontaneous  forms  of  self-expression.    The  chief  value  of  these 

37 


ENGLISH 

media  of  expression  lies  in  the  freedom  allowed  the  child,  and 
consequently  it  cannot  be  considered  or  criticized  from  an 
artistic  standpoint. 

This  occupation  work  is  therefore  recommended  in  the  pri- 
mary grade  as  a  medium  of  self-expression,  with  the  distinct 
provision  that  it  shall  be  used  only  for  language  purposes. 
Always  allow  the  child  to  express  his  own  thought;  and  to  ex- 
press it  unhindered  by  too  exacting  artistic  limitations. 

II.     EXPRESSION  THROUGH  DRAMATIZATION. 

Dramatic  imitation  is  a  spontaneous  instinct  in  a  child's 
nature.  Thought  in  the  child's  mind  tends  to  express  itself  in 
action.  Dramatization  is  the  activity  side  of  language  work 
and  should  therefore  be  freely  used  in  the  primary  grades. 

The  aims  in  dramatization  should  be: 

1.  To  afford  the  child  this  natural  medium  of  self-expres- 

sion. 

2.  To  cultivate  the  imagination,  leading  to  the  power  of 

constructive  imagination. 

When  a  child  enters  the  world  of  imagination  so  completely 
as  to  lose  account  of  his  own  personality  and  all  reality,  he 
enters  a  new  and  wonderfully  rich  experience ;  his  constructive 
imagination  brings  to  him  an  expansion  of  his  own  personality. 

A  few  children  have  dramatic  talent  but  all  children  have 
dramatic  instinct.  Dramatization  in  any  grade  should  never 
serve  the  few  with  dramatic  talent  but  stimulate  the  dramatic 
instinct  of  all.  Unimaginative  and  unexpressive  children  most 
need  this  form  of  self-expression. 

The  selections  for  dramatization  in  the  class  room  should 
always  be  simple ;  never  the  ornate,  costumed  exhibition  justifi- 
able only  for  a  special  school  entertainment. 

In  the  first  grade,  dramatization  takes  the  form  of  action 
reading.  Here  the  child's  interest  is  in  words  which  express 
action;  let  the  action  accompany  the  word.  Later  in  the  first 
grade  very  short  stories  full  of  action  should  be  dramatized. 

38 


FIRST  GRADE   A 


In  the  second  grade,  dramatization  should  b*e  confined  to 
short  stories  or  dialogues. 

In  the  tjiird  grade,  longer  units  may  be  used,  involving 
more  children. 

Whenever  a  story  or  scene  has  been  played  several  times  and 
ceases  to  arouse  spontaneous  response,  it  has  served  its  pur- 
pose and  new  material  should  be  found.  The  purpose  of  this 
form  of  self-expression  is  defeated  if  the  dramatization  is  re- 
peated until  it  approximates  a  form  suitable  for  public  exhibi- 
tion. Freedom  and  spontaneity  of  expression  are  its  only 
justification  for  use  in  a  school  room. 

III.     ORAL  EXPRESSION. 

L  Conversation:  Reactions  from  **A^^  I. 

Outline. 

1.  Conversation  of  First  B  continued  and  extended.    Chil- 

dren furnish  topics. 

2.  Spontaneous  self-expression;    but   maintain    coherence. 

Close  observation  developed. 

Syllabus. 

1.  Conversation  work  of  First  B  continued.    To  a  greater 

degree  than  in  the  First  B,  the  child's  observation 
and  knowledge  may  be  drawn  upon  for  topics  in  con- 
versation. 

2.  The  children  should  have    perfect  freedom    of  self-ex- 

pression; but  they  should  be  trained  to  keep  to  the 
topic,  and  to  use  correct  sentences.  Their  power  of 
close  observation  will  develop  as  this  training  is  given. 

2.    Oral  Reproduction:  Reactions  from  ^^A''  II  and  IV. 

Outline. 

1.  Oral  reproduction  continued  from  First  B.  Short  simple 

stories. 

2.  Organization  of  reproduction  into  beginning,  middle  and 

end  gives  first  conception  of  oral  paragraphing. 

39 


ENGLISH 


Syllabus. 

1.  Oral  reproduction  of  stories  and  poems  may  be  taken  np 

at  the  beginning  of  the  First  A.  The  short  simple 
stories  which  bring  out  clearly  the  beginning,  middle 
and  end  are  the  best  adapted  to  reproduction. 

2.  The  first  conception  of  oral  paragraphing,  or  an  orderly 

arrangement  of  sentences,  will  come  unconsciously  to 
the  children  by  developing  these  three  divisions  in  their 
reproduction. 

3.  Oral  Invention:  Reactions  from  ^^A'^  I  and  III. 

Outline.* 

1.  Original  sentences  must  be  spontaneous. 

2.  Translating  a  picture  story  into  a  language  story. 

Syllabus. 

1.  The  children  may  be  encouraged  but  not  urged  to  give, 

in  their  conversation  and  oral  expression  work,  some 
short  original  or  inventive  sentences. 

2.  Pictures,  full  of  action  and  life,  will  serve  this  purp6se ; 

the  children  translate,  in  their  own  words,  the  picture 
story  into  a  language  story. 

IV.    WRITTEN  EXPRESSION. 

Outline. 

1.  Work  of  First  A  almost  exclusively  oral;  later  in  term 
an  occasional  written  sentence. 

Syllabus. 

1.  The  work  of  the  First  A  should  be  almost  exclusively 
oral.  Occasionally,  later  in  the  term,  the  children  may 
make  original  sentences  with  the  word  cards;  write 
them  on  the  blackboard  or  on  the  First  A  writing 
paper. 

40 


FIRST  GRADE  A 


C.     Technicalities  of  Expression 

I.    AERANGEMENT. 
Writing  sentences  on  First  A  writing  paper. 

II.     TECHNICALITIES  OF  LANGUAGE. 

1.  Capitals:  Proper  names  in  readers. 

2.  Punctuation :  Question  mark  at  end  of  sentence. 

3.  Preparation  for  Dictionary  work:  Toward  the  close  of 

the  First  A  pupils  should  know  the  alphabet. 

III.     COPYING. 

The  teacher's  blackboard  sentences  serve  the  purpose  of 
copying  and  may  be  used  to  test  the  correct  use  of 
capitals  and  the  period  and  question  mark. 

IV.  .  CORRECT  USE. 

In  course  of  preparation. 


41 


ENGLISH 


Second  Grade  B 

A.     Sources  of  Thought  Material- 
Impression 

I.     EXPERIENCES  OF  THE   CHILD'S  LIFE. 

1.  Personal. 

A.  Home  Life, 

1.  The  family — our  relation  to  each  member. 

2.  Processes  related  to  home. 

a.  Butter  making 
Milling 
Lumbering 
Cotton 
Woolen  (cloth  making) 

3.  Games  I  play  at  home. 

4.  How  children  have   spent  vacations  and  holidays 

at  home. 

B.  School  Activities. 

1.  Holidays. 

2.  Relate  to  physiology,    nature  study  and    physical 

training. 

3.  Care  of  class  room,  aisles,  desks,  boards,     (relate 

incidentally  to  school  grounds  and  neighborhood). 

4.  What  I  like  best  to  do  at  recess. 

5.  Any  new  equipment  of  school — pictures — victrola, 

etc.  should  be  talked  about  and  as  fully  as  pos- 
sible explained  to  children.  This  should  be 
carried  through  all  grades. 

42 


SECOND  GRADE  B 


C.  Street  Incidents, 

1.  Ice  cream  man — better  to  eat  cream  at  home. 

2.  Observations  for  nature  study. 

3.  Circus  day  and  processions. 

4.  Balloon  man. 

D.  Child's  Knoivledge  and  Observation  of  Nature. 

See  Nature  Study  Outline.  ' 

2.  Social. 

A.  Child's    Environment    and    Relation    to    Society    and^ 
Humanity. 

Topics  under  social  experiences  are  associated  with 
personal  experiences. 

3.  Industrial. 

A.  Child's  Knowledge  and  Observation  of  Industries. 
See  Manual  Training  Outline. 

4.  Civic. 

See  outline  in  Civics  and  Fire  Drill  Outline. 

II.    LITERATURE. 
1.  Poetry. 

Poems  to  be  memorized.     (A  minimum  of  three  each  term). 

Do  not  use  poems  assigned  to  a  higher  grade. 

The  Autumn  Fires  (R.  L.  Stevenson) 14-117 

Swinging  (R.  L.  Stevenson)  .• 14-20 

Milking  Time  (Roseth) 17-113 

Thanksgiving  Day  (Child) 17-196 

Why  Do  Bells  for  Christmas  Ring!  (Ward) 17-261 

Obedience  (Carey) 39-95 

Bed  in  Summer  (Stevenson) 14-3 

The  Lamplighter  (Stevenson) 14-55 

The  New  Moon  (Follen) 1-48 

Little  Snow-Flakes  (Selected) 11-264 

43 


ENGLISH 

Forget-me-nots  (Selected) 11-128 

Lady  Moon  (Rosetti) 17-30 

Poems  to  he  read  by  the  Children,  or  to  the  Children  . 
Read  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following : 

The  Hayloft  (Stevenson)    14-72 

Winter  Time   (Stevenson) 14-70 

Little  Gnstava  (Thaxter) 17-152 

^he  Plum  Tree  (Field) 5-12 

Waiting  to  Grow  (Selected) 11-274 

The  Little  Lazy  Cloud  (Selected) 11-32 

2.  Prose. 

Stories — (A  minimum  of  three  required  each  term). 

Androclus  and  the  Lion 20-60 

The  Dog  and  his  Image 20-7 

Epaminondas  and  his  Auntie 18-63 

The  Dog  and  the  Manger 20-97 

The  Field  Mouse  and  The  Town  Mouse 34-26,     20-15 

The  Fox  and  the  Crow 20-19 

The  Ginger-bread  Man 18-8 

Little  Half  Chick 18-33 

The  Lark  and  the  Farmer 18-80,     34-49 

The  Wolf  and  the  Lamb 34-8,       20-4 

Raggy  Lug 19-130 

The  Burning  of  the  Rice  Fields 19-179 

The  Story  of  Wylie 19-182 

The  Wheat  Field 14-21,     22-9 

The  Pig  Brother 44-1,       22-35 

The  Stars 44-46,     22-92 

The  Sick  Child 21-44 

The  Tangle  Skein 44-119 

3.  Grade  Libraries. 

The  Children  should  be  encouraged  to  read  the  Grade 
Library  books.  They  should  be  taught  to  enjoy  spare  time 
with  good  books.  Pupils  first  completing  the  day's  work 
may  be  given  the  privilege  of  using  the  Grade  Library. 

44 


SECOND  GRADE  B 


III.    PICTURES. 

IV.     OTHER  SUBJECTS  OF  THE  GRADE. 

The  stories  and  poems  of  the  grade  readers  are  the  most 
available  material  for  language  purposes.  A  conversation  or 
reproduction  lesson  may  be  based  on  a  reading  lesson  provided 
care  is  taken  in  the  story  selected. 

Oral  reproduction  of  a  reading  lesson  is  an  actual  language 
lesson  and  may  be  considered  as  such  in  the  time  allotment  of 
the  daily  program.  The  reading  period  is  thus  extended  and 
the  extra  time  considered  as  part  of  the  day's  language  period. 

B.     Reactions  from  Thought  Material- 
Expression 

I.  EXPRESSION  THROUGH  COLOR,  INK  AND  SCISSORS 

Occupation  work  through  these  media  is  a  valuable  factor 
in  self-expression,  if,  and  only  if,  it  expresses  the  child's  own 
thought.  To  the  child,  color,  ink  and  scissors  are  natural  and 
spontaneous  forms  of  self-expression.  The  chief  value  of  this 
medium  of  expression  lies  in  the  freedom  allowed  the  child,  and 
consequently  it  cannot  be  considered  or  criticized  from  an 
artistic  standpoint. 

This  occupation  work  is  therefore  recommended  in  the 
primary  grades  as  a  medium  of  self-expression,  with  the  dis- 
tinct provision  that  it  shall  be  used  only  for  language  purposes. 
Always  allow  the  child  to  express  his  own  thought,  and  to  ex- 
press it  unhindered  by  too  exacting  artistic  limitations. 

II.     EXPRESSION  THROUGH  DRAMATIZATION. 

Dramatic  imitation  is  a  spontaneous  instinct  in  a  child's 
nature.  Thought  in  the  child's  mind  tends  to  express  itself  in 
action.  Dramatization  is  the  activity  side  of  language  work 
and  should  therefore  be  freely  used  in  the  primary  grades. 

45 


ENGLISH 

The  aims  in  dramatization  should  be: 

1.  To  afford  the  child  this  natural  medium  of  self-expres- 

sion. 

2.  To  cultivate  the  imagination,  leading  to  the  power  of 

constructive  imagination. 

When  a  child  enters  the  world  of  imagination  so  completely 
as  to  lose  account  of  his  own  personality  and  all  reality,  he  en- 
ters a  new  and  wonderfully  rich  experience;  his  constructive 
imagination  brings  to  him  an  expansion  of  his  OAvn  personality. 

A  few  children  have  dramatic  talent ;  but  all  children  have 
dramatic  instinct.  Dramatization  in  any  grade  should  never 
serve  the  few  with  dramatic  talent  but  stimulate  the  dramatic 
instinct  of  all.  Unimaginative  and  unexpressive  children  most 
need  this  form  of  self-expression. 

The  selections  for  dramatization  in  the  class  room  should 
always  be  simple ;  never  the  ornate,  costumed  exhibition  justifi- 
able only  for  a  special  school  entertainment. 

In  the  first  grade,  dramatization  takes  the  form  of  action 
reading.  Here  the  child's  interest  is  in  words  which  express 
action;  let  the  action  accompany  the  word.  Later  in  the  first 
grade  very  short  stories  full  of  action  should  be  dramatized. 

In  the  second  grade,  dramatization  should  be  confined  to 
short  stories  or  dialogues. 

In  the  third  grade,  longer  units  may  be  used,  involving 
more  children. 

Whenever  a  story  or  scene  has  been  played  several  times 
and  ceases  to  arouse  spontaneous  response,  it  has  served  its 
purpose  and  new  material  should  be  found.  The  purpose  of 
this  form  of  self-expression  is  defeated  if  the  dramatization 
is  repeated  until  it  approximates  a  form  suitable  for  public 
exhibition.  Freedom  and  spontaneity  of  expression  are  its 
only  justification  for  use  in  a  school  room. 

III.     ORAL  EXPEESSION. 

L  CoNVEKSATiON :  Reactious  from  ''A'^  I. 

46 


SECOND  GRADE  B 


Outline. 

1.  Sources   of   topics;     narrative   form  in     conversation. 

2.  Coherence  and  close  observation;  a  cantion. 

3.  Appropriating  vocabulary  of  original  stories  and  poems. 

Syllabus. 

1.  The  whole  range  of  the  child  ^s  expetience,  observation 

and  knowledge  should  be  rich  in  topics  for  conver-, 
sation  lessons.  The  conversation  should  take  the 
narrative  form  most  frequently;  occasionally  the  con- 
versation lesson  will  involve  the  descriptive  form 
when  the  children  tell  what  they  have  seen.  Descrip- 
tion is,  however,  comparatively  more  difficult  for  small 
children. 

2.  The  children  should  be  trained  to  keep  to  the  topic;  to 

use  correct  sentences;  to  exercise  their  powers  of  ob- 
servation. The  desire  for  accuracy  and  form  should 
never  be  allowed  to  check  freedom  of  self-expression. 

3.  These  exercises  will  increase  the  children's  vocabularies, 

if  opportunities  are  afforded  them  to  use  the  language 
of  their  stories  and  poems. 

Obal  Reproduction  :  Reactions  from  ^*A''  II  and  IV. 

Outline. 

1.  Selection  of  stories  suitable  for  reproduction. 

2.  Suggested  steps  in  reproduction  for  the  beginning  of 

term  and  later  in  term. 

3.  Oral  paragraphing  cooperatively  with  teacher. 

4.  Independent  organization  in  reproduction. 

Syllabus. 

1.  The  stories  and  poems  assigned  as  the  language  ma- 

terial, and  the  stories  from  the  reading  lessons  which 
are  used  for  reproductions,  should  be  short  and  simple. 

2.  At  the  beginning  of  the  term,  stories  which  bring  out 

clearly  the  beginning,  the  middle,  and  the  close  may 

47 


ENGLISH 


be  used.  Later  in  the  term,  the  children  will  be  able 
to  reproduce  larger  units  if  they  are  helped  to  observe 
what  happened  first,  what  next,  and  so  forth.  Events 
may  be  told  in  turn  by  different  children,  and  finally 
the  whole  story  reproduced  by  one  child. 

3.  The  teacher  should  bear  in  mind  that  she  is  thus  laying 

the  foundation  for  later  work  in  oral  and  written 
paragraphing.  In  this  grade  the  work  is  oral  para- 
graphing with  the  teacher  in  cooperation  with  the 
class. 

4.  Gradually  the  children  will  grow  independent    of     co- 

operation and  later  in  the  term  should  be  allowed  to 
arrange  their  reproductions  in  orderly  arrangement 
without  assistance. 

o.  Okal  Invention:  Eeaction  from  ^*A"  I  and  III. 

Outline. 

1.  Original  sentences  should  be  spontaneous;  writing     on 

blackboard  original  sentences  after  cooperative  sug- 
gestions for  improvement. 

2.  Translating  the  picture  story  into  a  language  story. 

3.  Oral  inventive  expression  a  vital  part  of  language  work; 

the  teacher  ^s  appreciation  of  child  ^s  originality. 

4.  Development  of  personality  in  self-expression     brings 

ready  response  in  language  work. 

5.  Inventive  oral  expression  should  always  precede  invent- 

ive written  expression. 

Syllabus. 

1.  Children  encouraged  but  not  urged  to  give  original  or 
inventive  sentences  in  their  conversation  and  oral 
work.  Pupils  dictate  the  sentences;  before  the  teacher 
has  written  them  on  the  blackboard  the  class  should 
be  asked  to  offer  suggestions  as  to  how  the  sentences 
may  be  improved. 

48 


SECOND  GRADE  B 


2.  Pictures  will  admirably  serve  the  teacher's  purpose  in 

this  oral  inventive  work.  Pictures  selected  should  te 
full  of  life  and  action.  The  pupils  translate  the  pic- 
ture story  into  a  language  story. 

3.  This  beginning  of  original  expression  in  an  oral  form 

is  the  most  vital  language  work  the  teacher  can  under- 
take. Keen  appreciation  of  every  evidence  of  the 
pupiPs  originality  will  do  much  to  cultivate  free, 
spontaneous  self-expression.  Every  opportunity  and 
incentive  should  be  used  to  develop  the  child's  self- 
reliance.  He  should  be  given  the  pleasure  of  doing 
things  for  himself. 

4.  When  his  own  personality  is   afforded  the   chance   of 

self-expression,  there  can  be  no  question  of  the  re- 
sponse he  will  make  to  language  work.  The  lack  of 
appreciation  by  the  teacher  and  the  failure  to  make 
the  exercise  spirited  and  animated,  may  often  produce 
a  mechanical  and  lifeless  language  lesson. 

5.  Inventive  oral  expression   should  always  precede   any 

effort  to  secure  inventive  written  expression. 

IV.  WRITTEN  EXPEESSION. 

Outline. 

1.  Proportion  of  one  written  lesson  to  four  oral. 

2.  Oral  expression  better  adapted  to  development  of  language 

power. 

3.  Written  work  extended  from  one  to  two  or  three  sentences; 

copying  original  sentences  as  written    on   blackboard   the 
first  step. 

4.  Written  work  on  blackboard,  or  at  seats,  co-operatively  with 

teacher;  later  in  term  independently;  use  of  guide  words. 

5.  Written  work  always  an  outgrowth  of  previous  oral  expres- 

sion. 

Syllabus. 
1.  The  work  of  the  Second  B  should  be   largely   oral    expres- 
sion; at  least  in  the  proportion  of  four  oral  lessons  to  one 

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written  lesson.  (Note — In  proportion  only;  oral  expression 
every  day  and  the  written  work  divided  among  two  or 
three  language  lessons  a  week). 

2.  The  main  purpose  is  to  develop  language  power;  the  greater 

freedom  possible  in  oral  expression  will  therefore  advance 
the  development,  where  too  great  reliance  on  written  ex- 
pression may  seriously  retard  it. 

3.  The  written  expression  begun  in  the  First  A  should  be  con- 

tinued and  gradually  extended  from  one  sentence  to  two  or 
three  sentences.  The  original  or  inventive  sentences  as 
developed  on  the  blackboard  in  the  oral  inventive  work 
could  be  copied  by  the  children  as  the  first  step  in  written 
expression;  also,  copy  other  exercises  arranged  by  the 
teacher. 

4.  Later  the  children  may  undertake  written  work  on  the  black- 

board and  at  the  desks,  but  always  with  the  close  co-opera- 
tion of  the  teacher.  Toward  the  end  of  the  term  the  class 
should  be  able  to  write,  without  the  teacher's  co-operation, 
two  or  three  related  sentences  on  some  given  topic.  Chil- 
dren should  occasionally  write  original  sentences  containing 
given  words,  related  in  thought. 

5.  All  written  work  should  be  the  outgrowth  of  previous  oral 

work. 

C.     Technicalities  of  Expression 
I.    ARRANGEMENT. 

1.  Margin  at  the  left  in  writing  sentences. 

Call  attention,  in  readers,  etc.,  to  indentation  at  left  of 
groups  of  sentences  constituting  a  paragraph.  Oral  para- 
graphing is  referred  to  in  preceding  sections  under  Ex- 
pression. 

2.  Headings  of  written  papers:  at  upper  right  hand  corner — 

Grade  and  Date  on  separate  lines. 

3.  Title  for  paper,  e.  g.^  Language,  in  center  of  page  below 

lines  for  Grade  and  Date. 

50 


SECOND  GRADE  B 


11.    TECHNICALITIES  OF  LANGUAGE. 

1.  Capitals:  Proper  names  and  word  **0/*  first  word  of  line 

of  poetry,  months,  days  of  week. 

2.  Punctuation :  Period  and  question  mark  at  end  of  sentences. 

Period  after  abbreviations. 

Periods  and  commas  in  dates  on  written  papers. 

3.  Abbreviations :  Mr.,  Mrs.,  Months,  Days  of  week. 

4.  Preparation  for  Dictionary  work. 

a.  Mastering  of  alphabet. 

b.  Further  phonetic  values. 

III.     COPYING,  DICTATION  AND  WRITING  FROM 

MEMORY. 

Pupils'  practice  in  capitalization,  punctuation,  and  spelling 
can  be  secured  by  copying  selections  from  readers,  blackboard, 
etc.  The  children's  attention  should  be  called  to  the  uses  of 
capitals  and  punctuation  marks  assigned  to  Second  B  and 
previous  grades. 

Short  sentences,  dictated,  which  have  been  previously 
studied  from  reader  or  blackboard,  studied  for  spelling,  capi- 
tals and  punctuation ;  dictated  only  once.  Pupils  examine  work 
for  mistakes,  correcting  their  own  papers  or  exchanging  papers. 
Later,  same  exercise  repeated  to  see  what  improvement  is 
made.  Occasionally  short  sentences  dictated  without  prepara- 
tion, but  words  should  he  hnoivn  or  he  prepared. 

Occasionally  children  write  short  poems  which  they  have 
memorized. 

IV.    CORRECT  USE. 

(In  course  of  preparation.) 


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Second  Grade  A 

A.  Sources  of  Thought  Material — 
Impression 

I.     EXPERIENCES   OF  THE   CHILD'S  LIFE. 

1.  Personal. 

A.  Home  Life. 

1.  Choose  a  home  occupation  not  used  in  Second  B. 

2.  Home  Pets. 

3.  How  I  help  at  home. 

4.  Any  topics  suggested  in  lower  grades  may  be  applied 

to  this  one. 

B.  School  Activities. 

1.  Holidays. 

2.  Party,  valentine,  etc. 

3.  Relate  to  physiology,  manual  training  and  nature 

study. 

4.  School  room  pets. 

5.  Our  school  library. 

C.  Street  Incidents. 

1.  Scissors  grinder. 

2.  Circus  day  and  street  parades. 

3.  Observations  for  nature  study. 

2.  Social. 

A.    Child's   Environment    and    Relation    to    Society    and 
Humanity. 

Topics  under  social  experiences  are  associated  with  per- 
sonal experiences. 

52 


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SECOND  GRADE  A 


3.  Industkial. 

A.  Child's  Knowledge  and  Observation  of  Industries. 
See  Manual  Training  Outline. 

4.  Civic. 

See  outline  in  civics  and  fire  drill  outline. 

II.    LITERATURE. 

1.    POETKY. 

Poems  to  be  memorized.     (A  minimum  of  three  eacli  term). 

Do  not  use  poems  assigned  to  a  higher  grade. 

Farewell  to  the  Farm  (Stevenson) 14-74 

Foreign  Children   (Stevenson) 14-51 

Windy  Nights  (Stevenson).   . .  .^ 14-15 

How  the  Leaves  came  down  (Cooledge) 39-87 

Who  Stole  the  Bird's  Nest  (Child) 42-26,     1-37 

Robin  Redbreast  (Allingham) 17-54 

Wynken,  Blynken  and  Nod  (Field) 17-222,     5-67 

All  Things  Bright  and  Beautiful  (Keble) 39-77 

The  Dandelion  (Garabrant) 39-103 

Piccola   (Thaxter) ^129 

Discontent  ( Jewett) 17-193 

October's  Party  (Song  Stories  for  Litle  Folks) 11-208 

The  Lost  Doll  (Kingsley) 17-166 

The  Violet  (Taylor) 34-107 

Poems  to  be  Read  by  the  Children  or  to  the  Children. 
Read  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following: 

The  Duel  (Eugene  Field) 5-3 

The  Land  of  Story  Books  (Stevenson) 14-93 

Seven  Times  One   (Ingelow) ." 1-86 

The  Chicken's  Mistake  (Carey) 11-70 

A  Visit  from  St.  Nicholas  (Moore) .1-73 

The  Sandman  ( Vandegrift) 17-228 

The  Child  and  the  World  ( Wiggin) 24-165 

So,  so,  Rock-a-by,  So  (Field) 5-29 

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The  Eock-a-by  Lady  (Field) 5-2 

The  Owl  and  the  Pussy  Cat  (Lear) 1-121 

The  Chestnut  Burr  (Anonymous) 39-100 

2.  Peose. 

Stories — (A  minimum  of  three  required  each  term). 

Dick  Whittington  and  His  Cat .34-122 

Goody  Two  Shoes 34-138 

The  Nightingale 18-134 

The  Story  of  Joseph Bible 

Daniel  in  the  Lion's  Den Bible 

Puss  in  Boots 34-111 

The  Pied  Piper  of  Hamlin  Town 19-145 

Rumple-Stilts-kin 35-48 

The  Cat  and  the  Parrot 19-159 

The  Rat  Princess 19-163 

The  Fire  Bringer 19-168 

Fulfilled— A  Legend  of  Christmas  Eve 19-172 

The  Golden  Windows  (Richards) 44-5,     22-1 

The  History  of  Tom  Thumb 34-34 

Saint  Valentine 42-76 

New  Year 44-67 

Babes  in  the  Woods 24-96 

S.  Grade  Ltbrakies 

See  directions  for  Second  B.  The  children  should  know 
the  enjoyment  in  store  for  them  in  Grade  Library 
Books.  The  habit  of  using  books  for  the  employment 
of  spare  minutes  can  be  cultivated  in  the  early  grades. 
Here  is  the  teacher's  opportunity  of  developing  a  read- 
ing habit. 

III.    PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

The  stories  and  poems  of  the  grade  readers  and  some  of 
the  drawing  lessons  are  available  for  lessons  in  conversation  or 
reproduction. 

54 


SECOND  GRADE  A 


Oral  reproduction  of  a  reading  lesson,  if  the  reading  period 
is  lengthened  to  secure  reproduction,  may  be  considered  as  part 
of  the  day's  language  period  in  the  daily  program.  The  class 
benefits  by  the  keener  interest  while  the  story  is  fresh  in  their 
minds. 

B.  Reactions  from  Thought  Material — 
Expression 

I.  EXPEESSION  THEOUGH  COLOR,  INK  AND  SCISSORS. 

Occupation  Avork  through  these  media  is  a  valuable  factor 
in  self-  expression,  if,  and  only  if,  it  expresses  the  child's  own 
thought.  To  the  child,  color,  ink  and  scissors  are  natural  and 
spontaneous  forms  of  self-expression.  The  chief  value  of  these 
media  of  expression  lies  in  the  freedom  allowed  the  child,  and 
consequently  it  cannot  be  considered  or  criticized  from  an 
artistic  standpoint. 

This  occupation  work  is  therefore  recommended  in  the  pri- 
nary  grades  as  a  medium  of  self-expression,  with  the  distinct 
provision  that  it  shall  be  used  only  for  language  purposes. 
Always  allow  the  child  to  express  his  own  thought,  and  to  ex- 
press it  unhindered  by  too  exacting  artistic  limitations. 

II.    EXPRESSION  THROUGH  DRAMATIZATION. 

Dramatic  imitation  is  a  spontaneous  instinct  in  a  child's 
nature.  Thought  in  the  child's  mind  tends  to  express  itself  in 
action.  Dramatization  is  the  activity  side  of  language  work 
and  should  therefore  be  freely  used  in  the  primary  grades. 

The  aims  in  dramatization  should  be: 

1.  To  afford  the  child  this  natural  medium  of  self-expres- 

sion. 

2.  To  cultivate  the  imagination,  leading  to  the  power  of 

constructive  imagination. 


ENGLISH 


When  a  child  enters  the  world  of  imagination  so  com- 
pletely as  to  lose  account  of  his  own  personality  and  all  reality, 
he  enters  a  new  and  wonderfully  rich  experience ;  his  construct- 
ive imagination  brings  to  him  an  expansion  of  his  own  per- 
sonality. 

A  few  children  have  dramatic  talent  but  all  children  have 
dramatic  instinct.  Dramatization  in  any  grade  should  never 
serve  the  few  wHh  dramatic  talent  but  stimulate  the  dramatic 
instinct  of  all.  Unimaginative  and  unexpressive  children  most 
need  this  form  of  self-expression. 

The  selections  for  dramatization  in  the  class  room  should 
always  be  simple ;  never  the  ornate,  costumed  exhibition  justifi- 
able only  for  a  special  school  entertainment. 

In  the  first  grade,  dramatization  takes  the  form  of  action 
reading.  Here  the  child's  interest  is  in  words  which  express 
action;  let  the  action  accompany  the  word.  Later  in  the  first 
grade  very  short  stories  full  of  action  should  be  dramatized. 

In  the  second  grade,  dramatization  should  be  confined  to 
short  stories  or  dialogues. 

In  the  third  grade,  longer  units  may  be  used,  involving 
more  children. 

Whenever  a  story  or  scene  has  been  played  several  times 
and  ceases  to  arouse  spontaneous  response,  it  has  served  its 
purpose  and  new  material  should  be  found.  The  purpose  of 
this  form  of  self-expression  is  defeated,  if  the  dramatization  is 
repeated  until  it  approximates  a  form  suitable  for  public  ex- 
hibition. Freedom  and  spontaneity  of  expression  are  its  only 
Justification  for  use  in  a  school  room. 

III.     ORAL  EXPRESSION. 

1.  Conversation:  Reactions  from  ^^A*'  I. 

Outline. 
1.  Sources  of  topics. 

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SECOND  GRADE  A 


2.  Coherence  and  sequence  in  conversation;    pupils    take 

the  larger  share  in  conversation. 

3.  Teacher's  plan  of  questions  to  add  vitality  and  to  pre- 

vent aimless  wandering  from  topics. 

Syllabus. 

1.  The  topics  for  conversation  should  be  practically  inex- 

haustible, if  the  whole  range  of  the  children's  exper- 
ience, observation  and  knowledge  is  drawn  upon.  Fre- 
quently the  class  will  themselves  suggest  topics  which 
will  develop  into  good  conversation  lessons. 

2.  To  a  greater  degree  than  in  previous  grades,  children 

should  be  coherent;  keep  to  the  topic;  maintain  the 
sequence  of  time  and  event;  and  observe  closely.  The 
desire  for  form  should  never,  however,  check  free, 
spontaneous  expression.  As  far  as  possible,  let  the 
children  do  all  the  talking;  the  teacher  taking  the  role 
of  sympathetic  audience,  inspiring  the  speakers  to 
their  best  efforts  by  words  of  appreciation  and  timely 
assistance. 

3.  The  conversation  lesson  should  never  be  allowed  aim- 

lessly to  drag  along  to  no  destination.  A  definite  plan 
of  questions  to  keep  the  conversation  to  the  topic  will 
produce  a  lesson  full  of  life  and  ready  response  from 
the  children.  As  soon  as  the  interest  begins  to  fail, 
the  topic  has  served  its  purpose  and  another  topie 
should  be  taken. 

2.  Okal  Eepkoduction:  Eeactions  from  *'A"  II  and  IV. 

Outline. 

1.  Progressive  steps  in  reproduction. 

2.  Organization  of  parts  of  a  reproduction  the  first  step 

in  oral  paragraphing. 

Syllabus. 

1.  Eeproduction    should    proceed     event    by     event.     One 
pupil  may  give  one  or  two  events,  then  another  the  next 

57 


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one  or  two  events  in  order,  and  so  forth.  Finally,  the 
whole  reproduction,  if  not  too  long,  should  be  given  by- 
one  pupil.  Later  in  the  term,  pupils  give  several 
events  or  steps  of  the  reproduction,  thus  increasing 
;  their  power  of  connected  and  logical  reproduction. 

2.  When  a  pupil  is  organizing,  in  logical  order,  the  parts 
'  of  a  story  or  his  fund  of  facts  upon  a  given  topic,  he 

is  taking  the  first  conscious  steps  toward  paragraph- 
ing. 

3.  Oral  Invention:  Eeactions  from  *'A''  I  and  III. 

Outline. 

1.  Teacher's  appreciation  of  every  evidence  of  the  chil- 
}  dren's  originality  of  expression. 

2.  Original  sentences  dictated  by  class  written  by  teacher 

on  blackboard. 

3.  Use  of  pictures. 

4.  Mental   pictures    from    suggestive    phrases     given    by 

teacher. 

Syllabus. 

1.  Every  indication  of  the  child's  originality    should  re- 

ceive the  teacher's  keenest  appreciation.  The  orig- 
inal or  inventive  oral  expression  lessons  will  be  full  of 
interest  and  enthusiasm  if  the  children's  personalities 
have  the  opportunity  to  express  themselves  freely  and 
spontaneously. 

2.  Original  sentences,  dictated  by  the  children,  after  they 

are  discussed  and  criticized  by  the  children  coopera- 
tively with  the  teacher,  may  be  written  by  the  teacher  on 
the  blackboard.  The  class,  in  cooperation  with  the 
teacher,  suggest  further  improvement  in  the  sentences 
and  the  proper  arrangement  of  the  sentences  to  express 
a  logical  order  of  thought.  The  sentences  as  finally 
developed,  with  happy,  original  expressions,  pleasing 
fancies,  accurately  expressed  thought,   all  in  proper 

58 


I 


SECOND  GRADE  A 


order  and  sequence,  may  be  used  as  a  cop\dng  exercise 
for  the  entire  class. 

3.  Pictures  furnish  the  best  material  for  inventive  expres- 

sion and  for  imaginative  language  work.  To  translate 
the  picture  story  into  a  language  story  develops  power 
of  analysis. 

4.  The  children  wdll  also  readily  respond  to  the  productioa 

of  a  mental  picture,  through  a  synthetic  process,  by 
suggestive  words  or  phrases  from  the  teacher,  e.  g., 
the  teacher  writes  on  blackboard : — dog — running  along 
dusty  road — tongue  hanging  out — ^boy — barefooted — 
pail  of  berries.  From  these  suggestions,  the  pupils 
develop  a  story  and  as  a  last  step  find  a  subject  for 
their  mental  picture,  e.  g.,  **A  Hot  Summer's  Day." 

IV.  WRITTEN  EXPRESSION. 

Outline. 

1.  Proportion  of  one  written  lesson  to  four  oral. 

2.  Written  work  an  outgrowth  of  oral. 

3.  Late  in  term  independent  written  work  in  reproduction  and 

original  expression. 

4.  Sequence  of  expression;  indentation. 

5.  Use  of  guide  words. 

Syllabus. 

1.  The   work   of   the    Second   A    should   be    largely   oral;    at 

least  in  the  proportion  of  four  oral  to  one  written  lesson. 
(Note — in  proportion  only;  oral  expression  every  day  and 
the  written  work  divided  among  two  or  more  language 
periods  a  week).  This  proportion  may  be  slightly  in- 
creased later  in  the  term  at  the  teacher's  discretion. 

2.  The  written  work  should  always  be  the  culmination  of  previous 

oral  expression.  As  a  first  step,  children  copy  from  the 
blackboard  their  own  original  sentences  developed  in  Oral 
Invention,  or  copy  other  exercises  arranged  by  the  teacher. 

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3.  Later,  children  write  a  few  sentences  of  their  own  in  repro- 

duction and  finally  independent  original  sentences  on  a 
topic  previously  developed  in  oral  work.  For  the  written 
work,  four  or  five  sentences  should  be  the  maximum  re- 
quirement. 

4.  The  same  sequence  of  thought  and  development  of  topic  in 

proper  order  should  be  obtained  as  in  oral  expression. 
Indentation  at  the  left  of  groups  of  sentences  constituting 
a  paragraph  is  part  of  the  technical  work  of  the  Second 
A  and  should  be  applied  in  the  written  exercises. 

5.  Guide  words  may  be  used  late  in  the  term  for  written  ex- 

pression, but  such  words  should  be  carefully  related  in 
thought  and  logical  in  order;  e.  g.,  farmer — ^horse — wagon 
— load — market. 

C.  Technicalities  of  Expression 

I.    ARRANGEMENT. 

The  work  in  indentation  and  headings  of  written  papers 
continued  from  Second  B.  The  children  should  have  clear, 
bold  spacing  and  arrangement  in  their  written  work. 

Let  margins  be  carefully  kept : 

1.  Quarter-inch  margin  on  right  of  page. 

2.  Inch  margin  on  left  of  page. 

Each  written  paper  should  have  a  concise  but  accurately 
descriptive  title. 

11.    TECHNICALITIES  OF  LANGUAGE. 

1.  Capitals;  review  First  Grade  and  Second  B — State, 
city,  streets. 

2. .  Punctuation ;  review  Second  B. 

3.  Abbreviations :  N.  Y.,  St.,  Ave.,  P.  0.,  Months,  Days  of 
week. 

4.  Preparation  for  Dictionary  work. 

60 


SECOND  GRADE  A 


a.  Review  Alphabet. 

b.  Arrangement  in  alphabetical  order  of  familiar  words 

having  different  initial  letters. 

ni.     COPYING,     DICTATION,     AND     WRITING     FROM 

MEMORY. 

All  the  work  of  the  Second  B  continued. 

The  children  should  copy  a  model  language,  number,  or 
spelling  lesson  from  blackboard  to  practice  headings  and  mar- 
gins.   Copy  other  selections  to  fix  habits  of  proper  margins. 

Short  poems  may  occasionally  be  written  from  memory. 

IV.    CORRECT  USE. 
(In  course  of  preparation). 


Gl 


ENGLISH 


Third  Grade  B 

A.   Sources  of  Thought  Material — 
Impression 

I.     EXPERIENCES  OF   THE   CHILD'S  LIFE. 
Introduction. 

The  development  of  every  healthy  normal  child  shows  that 
the  experience  of  a  child  at  a  given  age  is  fundamentally  the  ex- 
perience of  every  other  normal  child  at  that  age.  Any  attempt 
to  force  a  child  to  stay  in  a  given  circle  of  experience  after 
he  has  outgrown  it,  or  to  force  him  into  experiences  for 
which  he  is  physically  and  mentally  not  ready,  is  to  court  dis- 
couragement and  waste  valuable  time  and  effort  both  for 
teacher  and  child. 

At  the  age  of  8  or  9  years  children  of  the  third  grade  are 
full  of  desire  for  self-expression.  Their  days  are  one  round  of 
some  form  of  activity,  whether  at  home,  on  the  street  or  at 
school.  Here,  however,  we  find  the  children  regarding  their 
work  and  play  with  a  more  critical  eye  than  before.  They  real- 
ize their  own  power.  Their  work  must  be  a  more  finished  pro- 
duct than  in  the  second  grade.  With  this  realization  comes  a 
growth  in  individual  responsibility  and  self-control.  They  de- 
light in  orderly  ways  and  in  co-operating  with  pupils  and  teach- 
er. We  hear  ^^our  room''  now  substituted  for  '^my  room"  of 
the  past.  The  social  instinct  is  growing.  There  is  joy  in  work- 
ing together. 

Note: — Because  of  the  great  differences  in  the  home  envi- 
ronment of  the  various  localities  in  our  city,  the  experiences  of 
the  children  are  naturally  varied.  Each  locality,  therefore,  sug- 
gests topics  which  another  locality  would  not  use.   ' 

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THIRD  GRADE  B 


1.  Personal. 

A.  Home  Life — 

(Special  emphasis  upon  co-operation). 
Helpfulness  in  the  home. 

1.  How  can  I  help  mother! 

2.  How  can  I  help  father? 

3.  How  can  I  help  sister  and  brother? 

4.  Care  of  the  home. 

5.  Care  of  the  garden  and  yard. 

6.  Baby's  birthday  or  mother's  birthday. 

7.  The  physiology  outline    presents    opportunity    for 

talks  about  what  we  should  do  at  home  to  properly 
prepare  for  school— care  of  hair,  bath,  etc. 

8.  Care  of  a  home  pet. 

9.  Rainy  days  at  home. 

B.  School  Activities — 

1.  Description  of  games.   (See  physical  training  out- 
line). 

2.  Care  of  our  room : 

1.  My  desk. 

2.  My  books. 

3.  Our  aisle. 

4.  My  blackboard  work. 

5.  Our  occupation  table. 

6.  Our  blackboard. 

7.  Our  plants  (see  nature  study). 

8.  Our  canary  bird  or  gold  fish. 

3.  Whsii  can  we  do  to  help  the  janitor? 

4.  ^^Many  hands  make  light  work." 

5.  Holidays. 

6.  A  class  party  where  parents  are  invited,  or  another 

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class  entertained,  gives  excellent  material  for  con- 
versation. 

C.  Street  Incidents, 

1.  Eelate  to  Geography  and  Nature  Study. 

a.  Weather. 

b.  Weather  vane. 

c.  Wind. 

d.  Protection  of  birds. 

2.  A  talk  about  the  Humane  Society,  leading  up  to 

'^What  shall  we  do  for  unfortunate  animals  found 
on  the  street r'  (cat,  dog). 

3.  What  games  we  like  to  play. 

4.  How  can  we  help  make  our  street  clean? 

D.  See  Course  in  Nature  Study. 

2.  Social. 

The  topics  under  social  experiences  are  combined  with  the 
personal  in  this  grade. 

3.  Industbial. 

See  Manual  Training  and  Geography  outlines. 

4.  Civic. 

See  outline  in  Civics,  and  Fire  Drill  outline. 

II.  LITEEATUEE. 

1.    POETKY. 

Poems  to  be  memorized  (a  minimum  of  three  each  term). 
Do  not  use  poems  assigned  to  a  higher  grade. 

Answet  to  a  Child's  Question  (Coleridge) 1-65 

Little   Dandelion    (Bostwick) 1-83 

Marjory's  Almanac  (Aldrich) 42-68,  17-3 

My  Bed  is  a  Boat  (Stevenson) 14-57 

One,  Two,  Three  (Bunner) 28-48,  39-96 

The  Snow  Drop  (Tennyson) 1-105,  39-162 

The  Spider  and  the  Fly  (Howitt) 34-58,  39-163 

64 


THIRD  GRADE  B 


Young  Night  Thoughts  (Stevenson) 14-7 

Where  Go  the  Boats  (Stevenson) 14-24 

•  The  Wind  (Stevenson) 42-84,  14-45 

October's  Bright  Blue  Weather  (Jackson) 39-265 

Good  Night  and  Good  Morning  (Houghton) 17-136 

Seven  Times  One  (Ingelow) 17-133 

September   (Jackson) 39-257 

The  Dandelion    (Garabrant) 39-103 

Windy  Nights   (Stevenson) 14-15 

What  the  Winds  Bring   (Stedman) 17-29 

My  Shadow   (Stevenson) 14-32 

The  Swing  (Stevenson) 14-62 

Pippa  Passes   (Browning) 28-16,  17-29 

Poems  to  be  read  by  the  children,  or  to  the  children.  Bead 
and  interpret  all  poems  in  the  list  to  be  memorized  and  as 
manv  as  possible  of  the  following: 

A  Boy's  Son^  (Hogg) 1-85 

The  Wise  Fairy  (Gary) 28-78 

Little  Gustava    (Thaxter) 28-35 

Discontent   ( Jewett) 1-123 

2.  Pkose. 

Stories.     (A  minimum  of  three  required  each  term.) 

The  Burning  of  the  Eice  Fields 19-179 

The  Cat,  the  Monkey  and  the  Chestnuts 47-148 

The  Countrv  Maid  and  Her  Milk  Pail 20-183 

The  Fire  Bringer 19-168 

The  Gold  in  the  Orchard 18-194 

The  Little  Hero  of  Harlem 19-239 

Pandora's  Curiosity 41-223 

The  Story  of  David Bible 

The  Talkative  Tortoise 18-165 

The  Wolf  and  the  Crane 20-10 

The  Sailor  Man 19-201 

The  Story  of  Jairus's  Daughter 19-203 

The  Frog  Prince 35-12 

The  Brave  Tin  Soldier 35-16 

The  Golden  Goose 35-21 

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Mrs.  Eed  Wing's  Speckled  Egg 46-4 

How  Reddy  Fox  Was  Surprised 46-21 

Reddy  Fox  Goes  Fishing 46-55 

Billy  Mink's  Swimming  Party 46-75 

The  Tale  of  Tommy  Trout 46-149 

.     Mr.  Fox  and  the  Turkey  Tree 47-139 

The  Story  of  Christmas 24-101 

Little  George  Washington 24-115 

3.  Grade  Libraries. 

The  teacher  should  emphasize  high  ideals  of  character,  not 
by  preaching  but  by  questions  and  discussions  with  the 
pupils. 

Children  will  tell  about  the  characters  they  like  best  and  the 
lines  of  action  they  think  good.  Certain  qualities  of  fine 
character  may  be  noted,  and  the  results  of  action  good  and 
bad  discussed. 

Children  should  be  encouraged  to  draw  books  for  home  use 
and  to  employ  spare  minutes  in  school  in  reading.  The  en- 
joyment in  store  for  children  who  employ  reading  to  fill 
in  unoccupied  time  will  be  appreciated  by  them. 
The  value  of  forming  a  reading  habit  will  not  be  evident 
until  later  in  life.  Many  a  boy  or  girl  who  has  formed  the 
habit  of  good  reading  will  thus  escape  the  dangers  that 
often  lurk  in  various  forms  of  amusement  and  recreation. 

III.     PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

The  stories  and  poems  of  the  grade  readers  and  the  stories 
of  local  Geography  and  History  are  available  for  lessons  in  con- 
versation or  reproduction.  The  topics  selected  from  these  sub- 
jects for  expression  work  should  be  limited  to  some  particular 
item,  e.  g.,  The  first  school  in  Rochester,  the  Upper  Genesee 
Falls,  the  Indian  Trail,  etc.  In  the  language  lesson,  the  topic 
may  be  extended  beyond  the  limits  set  during  the  other  recita- 

CG 


THIRD  GRADE  B 


tion,  to  include  all  items  of  information  and  points  of  interest 
which  the  children  can  gather.  The  introduction  of  new  infor- 
mation will  add  fresh  interest. 

Oral  reproduction  of  a  reading  lesson,  if  the  reading  period 
is  lengthened  to  secure  the  reproduction,  may  be  considered  as 
part  of  the  day's  language  period  in  the  daily  program.  The 
class  benefits  by  the  keener  interest,  while  the  story  is  fresh  in 
their  minds. 

B.  Reactions  from  Thought  Material — 
Expression 

I.  EXPEESSION  THROUGH  COLOE,  INK  AND  SCISSOES. 

II.    EXPRESSION  THROUGH  DRAMATIZATION. 

Selections  for  dramatization  should  be  simple  and  easily 
adapted  to  dramatization.  Not  even  in  the  Third  Grade  should 
dramatization  approximate  a  finished  production.  Frequent 
dramatizations  of  a  variety  of  selections  mil  do  more  to  promote 
the  pupil's  power  of  self-expression  and  to  stimulate  the  latent 
dramatic  instinct  of  unimaginative  children  than  continued  drill 
upon  one  selection.  Drill  in  dramatization  is  justifiable  for  one 
purpose  only — a  school  entertainment. 


III.     ORAL  EXPRESSION. 

1.  Conversation:   Reactions  from  **A''  I. 

Outline, 

1.  Greater  accuracy  in  conversation. 

2.  Fewer  topics  more  thoroughly  treated — Extended  be- 

yond pupil's  present  information. 

3.  Coherence  and  logical  order. 

4.  Children,  the  active  participants — The  teacher,  the  guide 

in  control  of  conversation. 

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Syllabus. 

1.  The  children   should  continue  their  conversation  exer- 

cises. The  conversation  lessons  of  the  First  and  Sec- 
ond Grades  will  have  trained,  in  some  degree,  the  chil- 
dren's power  of  observation.  The  teacher  of  the  Third 
Grade  has  the  opportunity  to  develop  in  her  class 
greater  accuracy  in  observation. 

2.  Fewer  topics,  more  thoroughly  treated,   should  be  the 

aim  of  the  Third  Grade.  Children  should  be  led  to 
see  that  a  few  evident  observations  do  not  dispose  of 
the  given  topic;  that  superficial  observations  do  not 
reveal  the  greater  possibilities  and  the  richer  treas- 
ures in  the  topic  under  discussion.  A  definite  plan  of 
questions  will  lead  the  class  into  unexplored  fields,  yet 
dir^ectly  related  to  their  lives. 

3.  The  children  should  be  not  only  thorough  and  accurate 

in  their  conversation  lessons  but  also  coherent;  they 
should  keep  to  the  topic,  maintain  the  sequence  of  time 
and  event  and  arrange  their  facts  in  logical  order. 

4.  Except   by  questions    to    prevent    wandering  from  the 

topic,  the  teacher  will  merely  guide  the  conversation 
by  timely  assistance  and  words  of  appreciation  to  in- 
spire the  children  to  their  best  efforts.  This  will  assure 
that  the  children  do  the  talking.  They  will  grow  in 
the  power  of  self-expression  through  active  partici- 
pation in  the  conversation. 

2.  Okal  Repkodxjction  :  Reactions  from  **A''  II  and  IV. 

Outline. 

1.  Reproduction  of  a  few  only  of  stories  read  or  told. 

2.  Stories  studied  for  plot  and  order  of  events. 

3.  Teacher  and  pupils  alternately  reproduce. 

4.  Questions  to  guide  reproduction. 

5.  Independent  reproduction  of  short  stories. 

6.  Proper  sequence — a  preparation  for  later  paragraphing. 


THIRD  GRADE  B 


7.  Interval  of  day  between  reading  or  telling  of  story  and 

its  reproduction.  Discussion  of  story  prior  to  repro- 
duction. 

8.  Guide  words  in  groups. 

Syllabus, 

1.  Short,  simple  stories,  read  by  the  children  or  told  by  the 

teacher,  are  suitable  for  reproduction.  To  derive  the 
greatest  benefit  from  the  stories,  the  child  must  be 
eager  for  the  story  itself.  If  he  feels  that  every  story, 
read  by  himself  or  told  by  the  teacher,  must  be  repro- 
duced, it  will  destroy  his  pleasure  in  the  thought  and 
imagery,  because  his  mind  is  concentrated  on  the  form 
and  the  plot. 

2.  Only  such  stories  should  be  chosen  for  reproduction  as 

are  plainly  adapted  for  reproduction;  which  the  chil- 
dren have  shown  a  particular  fondness  for ;  and  which 
they  would  enjoy  reproducing  because  of  their  pleasure 
in  the  story.  Preceding  the  reproduction  the  stories 
should  be  carefully  worked  over  for  plot  and  order  of 
events. 

3.  Frequently  in  reproduction  the  teacher  may  begin  the 

story,  leading  up  to  a  point  of  interest ;  a  child  tells  an 
interesting  event  and  then  the  teacher  resumes  the 
reproduction  to  another  point  of  interest;  another 
child  tells  this  event  and  so  forth  through  the  story.  The 
children  will  clearly  see  the  logical  sequence  of  events 
and  will  be  able  later  to  reproduce  the  entire  story  flu- 
ently and  in  proper  order. 

4.  The  teacher  may  ask  questions  which  bring  out  the  story 

in  logical  order.  Occasionally  some  child  may  ask  the 
questions  of  the  class;  this  assures  concentration  and 
clear  thinking. 

5.  If  the  story  is  short  and  well  known  by  the  children,  they 

can  tell  the  story  freely  and  without  suggestion  or  di- 
rection ;  each  child  gives  two  or  more  events  so  long  as 
he  reproduces  the  logical  order  of  the  story  and  keeps 

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to  the  facts ;  the  other  children  interrupt  only  when  the 
reproduction  wanders  from  the  fact  or  logical  sequence 
of  events. 

6.  When  the  class  are  thus  organizing  in  proper  sequence 

the  parts  of  a  story  or  their  fund  of  facts  upon  a  given 
topic  in  conversation,  they  are  laying  the  foundation 
for  later  paragraphing  in  written  expression. 

7.  It  is  usually  advisable  to  allow  a  day  to  elapse  between 

the  first  reading  or  telling  of  a  story  and  the  reproduc- 
tion, during  which  time  the  story  should  be  discussed 
and  definitely  fixed  in  the  pupils'  minds. 

8.  Guide  words  may  frequently  be  placed  on  the  blackboard 

to  guide  the  children  in  their  reproduction.  These  should 
be  arranged  in  groups ;  the  guide  words  of  each  group 
relating  to  one  event.  This  will  indicate  sequence  in 
reproduction  and  develop  a  proper  sense  of  paragraph- 
ing. 

o    r\        T  (  Eeactions  from  **A''  I  and  III. 

3.  Okal  Invention:    <  t.      ^j.     .     n  m  j.- 

I  Eesultant  of  Conversation. 

Outline. 

1.  Material   developed  in  conversation  available  for  sus- 

tained oral  expression  in  presence  of  others. 

2.  Appreciation  of  children's  originality. 

3.  Original  sentences  dictated  by  pupils    and   written    on 

blackboard  by  teacher. 

4.  Use  of  pictures — ^mental  pictures. 

5.  Inventive  expression — not  an  invention  of  ideas — but  in- 

ventiveness of  self-expression. 
.6.  Growth  of     power,  first  through  reproduction,     second 
through  inventive  expression. 
7.  Greater  interest,  an  inherent  quality   of  inventive  ex- 
pression. 

Syllabus. 
1.  Topics  orally  discussed  and  developed  in  the  conversation 
exercises  furnish  material  already  prepared   for   the 

70 


THIRD  GRADE  B 


more  sustained  and  longer  efforts  in  oral  invention  and 
for  training  in  speaking  in  the  presence  of  others.  Top- 
ics other  than  those  used  in  conversation  should,  how- 
ever, frequently  be  chosen  for  the  greater  interest  in 
new  material  which  new  topics  will  offer. 

2.  The  teacher  should  show  keen     appreciation     of     each 

child's  originality. 

3.  The  original  sefitences  dictated  by  the  children,  discussed 

and  criticized  by  the  class  in  co-operation  with  the 
teacher,  and  written  by  the  teacher  on  the  blackboard, 
furnish  the  foundation  for  the  Third  Grade  B. 

4.  Pictures  supply  excellent  material  for  original,  inventive 

expression.  The  mental  pictures  developed  from  sug- 
gestive phrases  given  by  the  teacher  on  the  blackboard 
will  arouse  intense  interest,  e.  g.,  the  teacher  writes  on 
the  blackboard :  An  old  man — heavy  bundles — a  crowd- 
ed street — one  kind-hearted  boy — the  old  man  helped 
across  the  street — his  thankfulness.  From  these  sug- 
gestions the  children  develop  a  story  and  select  a  name 
for  their  completed  mental  picture. 

5.  The  act  of  inventive  expression,  in  the  early  grades,  is 

merely  the  process  of  putting  together,  in  a  new  way, 
ideas  which  the  child's  mind  has  previously  received. 
The  child's  ideas  have  their  origin  in  his  own  exper- 
ience or  in  another's  suggestion;  his  vocabulary  has 
been  previously  determined  by  his  reading,  reproduc- 
tion of  stories  and  his  environment;  his  inventiveness 
shows  itself  in  the  form  of  original  expression.  His 
creative  or  inventive  effort  lies  in  giving  expression  to 
his  own  personality  or  his  own  personal,  individual 
ways  of  expressing  ideas  already  received.  His  creat- 
ive effort,  therefore,  based  upon  little  experience,  must 
be  weak  and  ineffective. 

6.  The  child's  power  of  expression  should  first  be  developed 

by  oral  reproduction  based  upon  poems,  stories  and 
other  thought  material.     Then  will  come,    second    in 

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order,  expression  based  upon  the  child's  own  experience 
with  persons  and  things. 
7.  The  second  form  of  expression  will  he  more  spontane- 
ous than  that  based  upon  ideas  which  come  to  the  child 
indirectly.  When  children  are  telling  something  in 
which  they  have  had  an  active  part,  the  teacher  is  se- 
curing real  self-activity  and  real  inventiveness  in  self- 
expression. 

IV.    WRITTEN  EXPRESSION. 

The  work  of  Third  B  should  be  largely  oral.  The  propor- 
tion between  written  and  oral  expression  should  be  only 
slightly  in  excess  of  one  written  lesson  to  four  oral. 
(Note — in  proportion  only).  Oral  expression  should  be 
part  of  every  day's  language  lesson  and  written  ex- 
pression divided  among  two  or  three  language  lessons 
a  week  and  then  for  a  brief  portion  of  the  period. 

Writte     R  T.i  Reactions  from  **A''  II  and  IV. 

*j  Resultant  of  Oral  Reproduction. 

Outline, 

1.  A  few  only  of  stories  orally  reproduced  written. 

2.  Copying  exercise  of  one  and  later  two  paragraphs  of 

story  orally  reproduced  and     written  by    teacher  on 
blackboard. 

3.  Dictation  of     oral  reproduction  in  one  and    two  para- 

graphs. 

4.  Independent  reproduction  of  short  and  simple  story. 

5.  Use     of     guide  words  in  groups  preparatory  to  para- 

graphing. 

6.  In  written  reproduction,  one  paragraph  required  at  first, 

two  paragraphs  toward  end  of  term. 

Syllabus. 
1.  Written  reproduction  should  be  the  outgrowth  of  oral 
reproduction.     An  attempt  to  reproduce    in     written 

72 


THIRD  GRADE  B 


form  every  story  orally  reproduced  would  be  disaster 
for  the  child's  love  of  oral  reproduction,  if  not  for  all 
other  forms  of  expression. 

2.  The   first   step   may  be   a   copying   exercise   from   the 

blackboard  of  one  paragraph,  based  upon  a  group  of 
words,  written  by  the  teacher  as  the  children  give  the 
oral  reproduction;  then,  copying  of  two  related  para- 
graphs, similarly  reproduced. 

3.  Dictation  of  first  one  paragraph,  then  of  two  related  par- 

agraphs, also  based  on  oral  reproduction,  should  follow^ 
the  copying  exercises. 

4.  Later,  a  story,  short  and  simple,  in  which  much  interest 

has  been  manifested,  and  which  has  been  carefully  re- 
produced orally,  may  be  attempted  for  written  repro- 
duction. 

5.  The  use  of  guide  words  will  assure  a  logical    order    of 

thought;  grouping  these  guide  words  will  naturally 
suggest  paragraphing.  Instructions  in  the  form  of 
paragraphing  will  first  be  given  in  the  Third  Grade  B. 
Pupils  have  been  prepared  for  such  instruction  pre- 
viously by  oral  paragraphing  and  by  indentation  at  the 
left  of  groups  of  sentences. 

6.  At   the   beginning   of   the   term    one    paragraph    only 

should  be  required  in  a  written  reproduction.  If  a  re- 
production involves  more  than  one  paragraph  the  sep- 
arate paragraphs  should  be  assigned  to  different 
groups  of  children.  For  this  written  work  four  or  five 
sentences  should  be  the  maximum  requirement.  To- 
ward the  end  of  the  term  two  paragraphs  may  be  re- 
quired, with  two  groups  of  guide  words  to  suggest  the 
two  paragraphs  and  the  proper  sequence  of  sentences 
in  each  paragraph. 

^   ^^r  T  (  Reactions  from  ^^A''  I  and  III. 

2.  Written  Invention  :    .'  t^       ^J.     j.    xf  r\     i  t         j.- 

]  Resultant  of  Oral  Invention. 

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Outline. 

1.  Copying'  of  original  sentences,  dictated  and  written  on 

blackboard. 

2.  Writing  of  one  and  later  of  two  paragraphs  on  topic  de- 

veloped in  conversation  and  reproduction. 

Spllahus. 

1.  Occasionally  the  children  should  copy  from  the  black- 

board the  sentences  dictated  by  them  and  writtv3n  on 
the  blackboard  by  the  teacher  after  co-operative  cor- 
rections and  alterations  during  the  oral  development  of 
the  topic. 

2.  The  written  inventive  paragraph  should  be  the  outgrowth 

of  previous  oral  work.  After  copying  their  original 
sentences  from  the  blackboard  the  children  should 
write  an  original  paragraph,  based  upon  guide  words, 
or  a  topic  already  familiar  through  oral  development. 
The  same  procedure  should  be  followed  as  in  written 
reproduction, — one  paragraph  followed  later  by  two, 
based  upon  groups  of  guide  words. 

C.  Technicalities  of  Expression 

I.    AREANGEMENT. 

1.  The  sentence  should  be  restricted,  except  where  unavoid- 

able, to  the  simple  form  of  sentence.  The  complex  and 
*  compound   sentences  are  too  involved   for  this  grade. 
The  excessive    use  of  ^'and'^  and    **but''  should    be 
avoided. 

2.  Indentation  in  paragraphs  in  written  work  should  consist 

of  attention  to  paragraphs  in  readers,  etc.  Children 
may  then  copy  short  paragraphs,  and,  following  this, 
take  short  paragraphs  by  dictation.  New  words  should 
be  placed  on  the  blackboard  or,  prior  to  the  dictation, 
the  spelling  should  be  studied.  After  models  are  thus 
placed  before  the  class,  indentation  of  paragraphs 
should  be  applied  in  all  written  papers. 

74 


THIRD  GRADE  B 


3.  Occasionally  guide  words  arranged  in  groups  should  be 

used  to  indicate  sequence  of  sentences  and  paragraphs. 

4.  The  headings  and  margins  in  the  Second  Grade    have 

included : 

a.  Grade  and  date  on  separate  lines. 

b.  An  accurately  descriptive  title,  which  should  be 

centered  on  the  page  in  the  line  next  to  the 
date. 

c.  Inch  margin  on  left  of  page. 

d.  Quarter  inch  margin  on  right  of  page. 

The  Third  Grade  should  extend  this  work  to  include: 

a.  One  blank  line  between  the  title  and  the  first 

written  line  of  the  paper  to  assure  the  clear, 
bold  spacing  which  is  always  attractive. 

b.  Half -inch  margin  at  the  bottom  of  the  page. 

c.  Indentation  of  paragraphs. 

II.    TECHNICALITIES  OF  LANGUAGE. 

1.  Capitals. 

a.  Review  of  proper  names,  first  word  of  line  of  poetry, 

months,  days  of  week,  state,  city,  streets. 

b.  Initials. 

2.  Punctuation. 

a.  Period  with  abbreviations  in  number  work  and  with 

initials. 

b.  Hyphen  in  compound  words  and  at  end  of  the  line 

to  show  separation  of  syllables. 

3.  Abbreviations. 

a.  Review^  of  Second  Grade. 

b.  Abbreviations  in  number  work. 

4.  Preparation  for  Dictionary  Work. 

a.  Review  and  continuation  of  previous  work. 

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HI.    COPYING,    DICTATION    AND    WRITING    FROM 

MEMORY. 

Copying"  continued  to  furnish  models  in  paragraph  indenta- 
tion, in  headings,  title  margins  of  written  papers  and  in  the 
new  work  of  technicalities. 

Dictation  exercises  should  be  frequently  used,  placing  on  the 
blackboard  words  which  the  children  cannot  spell.  Dictation  is 
an  invaluable  aid  in  acquiring  the  ability  to  use  language  forms 
readily  and  correctly  and  in  testing  accuracy  in  technicalities. 
It  should  follow  a  copying  exercise.  Its  value  lies  chiefly  in  the 
fact  that  it  releases  the  child's  mind  from  attention  to  the  con- 
tent and  enables  him  to  concentrate  on  the  technical  forms. 
When  proper  forms  are  fixed  by  copying  and  dictation  they 
should  be  applied  in  all  written  papers. 

Short  poems  may  occasionally  be  written  from  memory  for 
practice  in  capitals  and  punctuation. 

IV.    CORRECT  USE. 

(In  course  of  preparation.) 


76 


THIRD  GRADE  A 


Third  Grade  A 

A.     Sources  of  Thought  Material— 
Impression 

I.     EXPERIENCES   OF   THE   CHILD'S  LIFE. 
Introduction, 

The  development  of  every  healthy  normal  child  shows  that 
the  experience  of  a  child  at  a  given  age  is  fundamentally  the  ex- 
perience of  every  other  normal  child  at  that  age.  Any  attempt 
to  force  a  child  to  stay  in  a  given  circle  of  experience  after  he 
has  outgrown  it  ,or  to  force  him  into  experiences  for  which  he  is 
physically  and  mentally  not  ready,  is  to  court  discouragement 
and  waste  valuable  time  and  effort  both  for  teacher  and  child. 

At  the  age  of  8  or  9  years  children  of  the  third  grade  are 
full  of  desire  for  self-expression.  Their  days  are  one  round  of 
some  form  of  activity,  whether  at  home,  on  the  street  or  at 
school.  Here,  however,  we  find  the  children  regarding  their 
work  and  play  with  a  more  critical  eye  than  before.  They  real- 
ize their  own  power.  Their  work  must  be  a  more  finished  pro- 
duct than  in  the  second  grade.  With  this  realization  comes  a 
growth  in  individual  responsibility  and  self-control.  They  de- 
light in  orderly  ways  and  in  co-operating  with  pupils  and  teach- 
er. We  hear  ^*our  room''  now  substituted  for  *^my  room''  of 
the  past.  The  social  instinct  is  growing.  There  is  joy  in  work- 
ing together. 

Note : — Because  of  the  great'  differences  in  the  home  envi- 
ronment of  the  various  localities  in  our  city,  the  experiences  of 
the  children  are  naturally  varied.  Each  locality,  therefore,  sugj 
gests  topics  which  another  locality  would  not  use. 

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1.  Personal. 

A.  Home  Life. 

(Special  emphasis  upon  co-operation.) 
Helpfulness  in  the  nome. 

1.  How  can  I  help  mother? 

2.  How  can  I  help  father! 

3.  How  can  I  help  sister  and  brother? 

4.  Care  of  the  home. 

5.  Care  of  the  garden  and  yard. 

6.  Baby's  birthday  or  mother's  birthday. 

7.  The   physiology   outline   presents   opportunity   for 

talks  about  what  we  should  do  at  home  to  properly 
prepare  for  school — Care  of  hair,  bath,  etc. 

8.  Care  of  a  home  pet. 

9.  Eainy  days  at  home. 

B.  School  Activities, 

1.  Description  of  games. 

(See  physical  training  outline.) 

2.  Care  of  our  room. 

1.  My  desk. 

2.  My  books. 

3.  Our  aisle. 

4.  My  blackboard  work. 

5.  Our  occupation  table. 

6.  Our  blackboard. 

7.  Our  plants.    (See  Nature  Study) 

8.  Our  canary  bird  or  gold  fish. 

3.  What  can  we  do  to  help  the  janitor? 

4.  ^^Many  hands  make  light  work." 

5.  Holidays.  • 

6.  A  class  xjarty  where  parents  are  invited,  or  another 
^  class  entertained,  gives  excellent  material  for  con- 
versation. 

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THIRD  GRADE  A 


C.  Street  Incidents. 

] .  Relate  to  Geography  and  Nature  Study. 

a.  Weather. 

b.  Weather  vane. 

c.  Wind. 

d.  Protection  of  birds. 

2.  A  talk  about  the  Humane  Society  leading  up  to  * '  What 
shall  we  do  for  unfortunate  animals  found  on  the 
.    street? ''     (Cat,  dog.) 

3.  What  games  do  we  like  to  play? 

4.  How  can  we  help  make  our  streets  clean? 

D.  (See  Course  in  Nature  Study.) 

2.  Social. 

The  topics  under  social  experiences  are  combined  with  the 
personal  in  this  grade. 

3.  Industkial. 

See  Manual  Training  and  Geography  outlines. 

4.  Civic.  ^ 

See  outline  in  Civics  and  Fire  Drill  outline. 

II.     LITERATURE. 
1.  Poetry. 

Poems  to  be  memorized.    (A  minimum  of  three  each  term.) 
Do  not  use  Poems  assigned  to  a  higher  grade. 

AriePs  Song  (Shakespeare) 35-137,  39-78 

Fern  Song   (Tabb) ...17-90 

Hiawatha — Selections    (Longfellow) 7-140 

The  Kitten  and  the  Falling  Leaves  (Wadsworth) .  .17-121 

Norse  Lullaby  (Field) 5-42,  39-139 

Sweet  and  Low  (Tennyson) 11-302,  39-145,  17-227 

The  Brook  (Tennyson) 39-235 

Robert  of  Lincoln  (Bryant) 35-25,  39-207 

The  Villa2:e  Blacksmith  (Longfellow) 39-227 

The  Wonderful  World  (Rands) 17-27 

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The  Owl  and  the  Pussy  Cat  (Lear) 17-201 

The  Eock-a-By  Lady  (Field) '.5-2 

To  a  Butterfly  (Wordsworth) 1-88,  39-146 

The  Tree  (Bjornsen) 39-181,  1-89,  17-102,  11-26 

A  Visit  from  St.  Nicholas  (Moore) 1-73,  39-127 

The  Voice  of  the  Grass  (Howitt) 11-22,  39-229 

Wishing  (Allingham) 39-187,  1-82,  17-127 

Poems  to  be  read  by  the  children,  or  to  the  children.  Eead 
and  interpret  all  poems  in  the  list  to  be  memorized  and  as 
many  as  possible  of  the  following: 

Fairies  of  the  Caldon  Low  (Howitt) 39-148,  17-209 

Foreign  Lands  (Stevenson) 39-85,  14-13 

The  Sandman  (Vandegrift) 17-228 

A  Child's  Thought  of  God  (Browning) .39-126 

The  Barefoot  Boy   ( Whittier) 39-211 

AVliat  the  Burdock  Was  Good  For  (Anon) 39-185 

A  Night  With  the  Wolf  (Taylor) 28-113 

Hiawatha  Sailing  (Longfellow) 28-132 

The  Good  Little  Sister  (Cary) 28-123 

Spring  Time  (Dayre) 42-88 

2.  Prose. 

Stories.    (A  minimum  of  three  required  each  term.) 

The  Ugly  Duckling 35-36,  28-140 

Aladdin  and  His  Wonderful  Lamp 35-117 

Cupid  and  Psvche 41-1]  3 

Fulfilled    . . . .' 19-172 

The  Gulls  of  Salt  Lake 18-129 

The  Pied  Piper  of  Hamelin 19-145 

The  Story  of  Samuel Bible 

Little  Daylight 19-186 

Hokey  Pokey 44-106 

The  Naughty  Comet 44-137 

How  Sammy  Jay  Was  Found  Out 46-97 

The  Gray  Cat's  Tricks 47-31 

The  Circus  Parade 47-78 

The  Wax  House 47-103 

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THIRD  GRADE  A 


Moufflon 24-59 

Great  George  Washington 24-123 

3.  Grade  Libeaeies. 

In  the  use  of  the  Third  A  Grade  Library  the  teacher 
should  aim  toward  the  high  ideals  of  character  and  the 
habit  of  good  reading  mentioned  in  Third  B. 

III.    PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

See  Third  Grade  B  Outline,  substituting  for  the  stories 
from  local  Geography  and  History  material  selected  from 
the  Geography  and  History  of  New  York  State. 

B.     Reactions  from  Thought  Material — 
Expression 

I.  EXPRESSION  THROUGH  COLOR,  INK  AND  SCISSORS. 

II.    EXPRESSION  THROUGH  DRAMATIZATION. 

See  Suggestions  in  Third  Grade  B. 

Selections  for  dramatization  should  be  longer  than  in  pre- 
vious grades,  involving  more  children  in  this  activity  side  of 
language  work.  The  same  effort  should  be  continued  in  Third 
A  as  in  Third  B  to  arouse  unimaginative  children  and  to 
stimulate  the  dramatic  instinct  of  all  children. 

Repetition  of  the  same  dramatization  soon  ceases  to  appeal 
to  the  imagination  and  becomes  a  painstaking  effort  to  perfect 
the  dramatization.  When  a  story  or  scene  has  been  played  sev- 
eral times  it  has  served  its  purpose.  A  new  story  will  make 
a  fresh  appeal  to  the  children's  imagination. 

Dramatization  in  the  Third  A  may  gradually  take  the 
form  of  reading  of  **  parts '*  in  selections  from  the  readers  and 
appropriate  books  of  short  plays. 

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A  single  dramatization  may  be  given  by  members  of  the 
class  in  another  grade  room.  This  should  not,  however,  be  per- 
fected for  public  exhibition,  but  may  be  repeated  as  given  in 
pupils'  own  grade  room. 

III.     ORAL  EXPRESSION. 

1.  Conversation:  Reactions  from  ^^A'^  I. 

Outline. 

1.  Few  topics  fully  developed. 

2.  Investigating  a  topic  beyond  the  pupils'  present  know- 

ledge is  an  important  factor  in  their  training. 

3.  Conversation  on  separate  topics  continued  over  succes- 

sive lessons. 

Syllabus. 

1.  The  children  of  the  Third  A  will  be  as  eager  to  talk 

with  their  teacher  about  their  experiences  and  topics 
related  to  their  direct  observation  and  knowledge  as  in 
former  grades.  Each  topic,  assigned  by  the  teacher  or 
suggested  by  the  children  for  conversation,  deserves 
now  to  be  more  fully  treated,  because  the  children  are 
growing  in  experience,  in  knowledge  of  the  life  about 
them  and  in  the  power  of  close  observation. 

2.  Superficiality  in  treating  a  topic,  of  which  their  minds 

are  eager  to  know  fully,  will  lead  directly  to  superficial 
habits  of  mind.  A  few  topics  thoroughly  treated 
should  be  the  aim  of  Third  A.  Questions  from  the 
teacher,  extending  to  the  limitations  of  the  topics,  fixed 
by  the  children's  experience,  will  arouse  their  curiosity 
to  know  more  and  develop  a  habit  of  thoroughness. 
Arousing  in  the  child's  mind  a  desire  to  look  carefully 
and  fully  into  the  topic  of  conversation  Avill  ultimately 
prove  to  be  an  invaluable  contribution  to  his  proper 
mental  training.     Every  child  will  take  positive  joy 

82 


THIRD  GRADE  A 


in  the  revelation  of  new  meanings  in  familiar  subjects, 
and  Ms  interest  is  assured  because  the  appeal  is  made 
to  his  unquenchable  curiosity. 
3.  It  may  frequently  be  advisable  to  continue  the  conversa- 
tion through  several  short  periods  on  successive  days; 
meanwhile  the  children  are  asking  questions  and  have 
the  added  pleasure  of  making  new  contributions  to  the 
gradual  development  of  the  topic  under  conversation. 

2.  Oral  Repeoduction  :  Reactions  from  *'A"  II  and  IV. 

Outline. 

1.  Short  stories  easily  analyzed  selected  for  reproduction. 

2.  Teacher  and  pupils  reproduce  alternately. 

3.  Use  of  questions  to  guide  reproduction;    independent 

reproduction  by  pupils  cooperatively  with  one  another. 

4.  Occasional  use  of  guide  words  in  groups. 

5.  Appropriation  of  words   of  original   story  to   enlarge 

vocabularies. 

Syllabus. 

1.  The  stories  chosen  for  reproduction  should  be  short,  with 

successive  steps  or  events  easily  distinguishable  by  the 
children.  Only  a  few  of  the  stories,  read  by  the  pupils 
or  told  by  the  teacher,  should  be  selected  for  oral  repro- 
duction. 

2.  The  teacher  may  lead  the  reproduction  to  a  point  of  in- 

terest, particularly  in  the  longer  story,  allowing  some 
child  to  reproduce  the  event,  then  resume  the  reproduc- 
tion to  another  interesting  event  of  the  story  which 
another  child  reproduces,  and  so  forth  through  the 
story.  The  children  will  see  the  logical  sequence  of 
events  and  are  better  able  later  to  reproduce  the  story 
unaided. 

3.  Frequently  questions   by  the  teacher  or  one  or  two  chil- 

dren will  develop  the  reproduction  in  the  proper  order 
of  events.    When  the  children  are  thoroughly  familiar 

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with  the  story,  the  teacher  will  prefer  to  merely  guide 
the  reproduction,  allowing  the  children  to  correct  one 
another  in  statement  of  fact  and  order  of  events.  Such 
active  participation  by  the  children  in  oral  reproduc- 
tion affords  the  richest  opportunity  to  train  them  to 
concentration  and  self-reliance. 

4.  When  guide  words  are  used  in  oral  reproduction,  they 

should  be  grouped  to  indicate  the  proper  sequence  of 
time  and  event  in  the  sentences,  and  to  show  the  proper 
oral  paragraphing.  Guide  words,  however,  should  not 
invariably  be  used;  they  are  means  of  help  which,  if 
always  used,  would  suppress  independent  reproduction. 

5.  New  words,  used  by  the  children  in  reproduction,  should 

be  'added  to  their  vocabulary  by  study  of  spelling,  pro- 
nunciation and  meaning.  The  more  apt  words  and  the 
nicer  phrases  of  the  original  stories  should  be  called  to 
the  children's  attention  and  appropriated  by  them  in 
their  efforts  to  express  ideas  which  the  story  has 
developed. 

n    r\        T  f  Reactions  from  ^M''  I  and  III. 

3.  Oral  Invention:    ^  Resultant  of  Conversation. 

Outline. 

1.  Topics  of  conversation  lessons  used  in  oral  invention. 

2.  Original  sentences  placed  on  blackboard  after  co-oper- 

ative corrections  have  been  made. 

3.  Use  of  pictures  for  oral  invention. 

4.  Suggested  plan  for  mental  pictures. 

5.  Purpose  of  inventive  expression. 

6.  Reproduction  and  invention  distinguished. 

7.  Ultimate  aim  in  invention  is  the  developnuent  of  the 

child's  personality. 

Syllabus. 
1.  The  topics  developed  in  the  conversation  lessons  may  be 
used  for  the  longer  and  more  sustained  effort  in  oral  in- 

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THIRD  GRADE  A 


vention  and  for  training  in  individual  power  to  speak 
in  the  presence  of  others.  New  topics,  not  treated  in 
a  conversation  period,  will  introduce  fresh  interest  in 
the  oral  inventive  work. 

2.  The  best  original  sentences  given  by  the  children,  in  tTie 

topics  developed  in  conversation  or  in  the  new  topics 
chosen  for  oral  invention,  may  be  placed  on  the  board 
by  the  teacher  after  corrections  and  alterations  are 
made  co-operatively  by  teacher  and  class.  A  sentence 
should  not  be  written  on  the  blackboard  until  super- 
fluous words  are  omitted  and  other  evident  violations 
of  sentence  structure  have  been  corrected.  These  sen- 
tences should  then  be  studied  for  order  in  thought  and 
arrangement  into  paragraphs,  and  finally  copied  as  the 
first  step  in  inventive  written  expression. 

3.  Pictures  should  be  freely  used  in  oral  inventive  expres- 

sion. The  power  of  analysis  developed  by  the  use  of 
pictures  is  an  important  corollary  to  the  work  of  orig- 
inal expression.  As  in  conversation,  the  translation  of 
the  picture  story  into  a  language  story  should  be  thor- 
oughly made  in  order  to  prevent  a  superficial  attitude 
of  mind. 

4.  The  Mental  Picture  developed  by  suggestive  words  and 

phrases  written  on  the  blackboard  affords  an  excellent 
method  of  creating  interest  in  inventiveness  of  expres- 
sion, e.  g.,  the  children  develop  a  story  and  finally  name 
the  mental  picture  suggested  by  the  following :  a  farm- 
er's  field — harvesting  the  crops — the  many  colored 
leaves — open  chestnut  burrs — squirrels  gathering  nuts. 

5.  In  oral  inventive  expression  of  this  grade  the  purpose 

is  not  to  create  new  ideas  but  to  embody  an  idea,  al- 
ready received  in  the  child's  mind,  in  original  sen- 
tences. By  this  means  the  child's  power  of  self-expres- 
sion is  given  an  opportunity  to  expand,  and  his  indi- 
viduality of  thought  and  expression  is  afforded  a 
chance  to  grow. 

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u.  He  grows  in  the  use  of  vocabulary  and  correct  language 
more  rapidly  in  reproduction;  but  his  self-expression 
and  his  interest  would  be  dwarfed  by  exclusive  re- 
production. The  child's  natural  interest  is  greater  in 
inventive  expression.  If  he  is  telling  something  which 
has  not  been  told  before  and  in  which  he  had  an  active 
part,  his  self-activity  and  self-expression  induce  a 
pleasure  and  satisfaction  which  reproduction  can  never 
give  him. 

7.  His  inventive  expression  will  be  full  of  inaccuracies, 
judiciously  eliminated  by  his  teacher ;  his  efforts  in  oral 
expression  will  be  comparatively  weak  and  ineffective, 
which  his  teacher  accounts  for  by  his  age  and  inex- 
perience ;  and  criticism  upon  criticism  could  be  heaped 
upon  his  best  endeavors,  which  his  teacher,  in  sympa- 
thetic understanding,  does  not  offer  except  in  encour- 
aging suggestion.  But  the  child's  inherent  desire  to 
express  himself  is  granted  him;  his  self-reliance  in  his 
own  power  of  self-expression  is  established;  and  his 
perfectly  natural  wish  to  reveal  his  own  personality  is 
fulfilled. 

IV.     WRITTEN  EXPRESSION. 

The  emphasis  in  expression  work  of  the  Third  G-rade  A,  as 
in  the  previous  grade,  should  be  on  oral  expression.  The  pro- 
portion of  four  oral  lessons  to  one  written  should  be  maintained 
unless,  in  the  teacher's  judgment,  the  children  show  evidence 
of  ,a  strong  language  power  in  written  expression.  Oral  ex- 
pression may  be  part  of  each  day's  language  lesson,  and  the 
written  expression  may  be  divided  among  two  or  three  language 
periods  a  week  for  a  short  portion  of  each  period. 

^    ^TT  T>  f  Reactions  from  *^ A"  II  and  IV 

1.   v\  RiTTEiq' Reproduction :   <  -r>      ix     x    i?/^    i-n         t     .• 

(  Resultant  of  Oral  Reproduction 

Outline. 
1 .  AVritten  reproduction  an  outgrowth  of  oral  reproduction. 

86 


THIRD  GRADE  A 


2.  Appropriating  words  and  phrases  of  the  original. 

3.  Reproduction  of  longer  stories  divided  among  groups  of 

the  class. 

4.  Use  of  guide  words  in  groups. 

5.  Suggestive  plans. 

a.  Copying  exercise. 

b.  Dictation  exercise. 

c.  Repetition  of  copying  and  dictation. 

d.  Independent  reproduction  of  short  stories. 

e.  Reproduction  of  stories  of  former  grades  reviewed. 

Syllabus. 

1.  Written  reproduction  of  a  story  or  poem  naturally  fol- 

lows the  oral  reproduction  of  the  same  story.  Not  every 
story  read  or  told  in  class  should  be  orally  reproduced 
and  only  those  in  which  the  children  have  taken  eager 
interest  should  be  reproduced  on  paper. 

2.  In  every  instance  new  words  should  be  learned  by  the 

children  or  written  on  the  blackboard.  They  should 
be  urged  to  appropriate  the  words  and  phrases  of  the 
original,  thus  augmenting  their  vocabularies  and  de- 
veloping a  power  of  expression  through  imitation  of 
good  models. 

3.  If  the  story  orally  reproduced  involves  too  much  written 

work  for  written  reproduction  it  may  be  divided  into 
sections  among  different  groups  of  the  class;  each 
group  will  contribute  its  share  toward  the  whole  repro- 
duction, incidentally  involving  the  groups  of  the  class 
in  comparative  excellence;  at  a  second  writing  each 
group  may  write  upon  a  section  reproduced  by  another 
group  at  the  first  writing. 

4.  Guide  words  in  groups  should  be  employed,  particularly 

in  the  longer  reproductions,  to  direct  the  children  in 
logical  sequence  of  sentences  and  division  into  para- 
graphs. 

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5.  The  following  plans  may  be  found  helpful : 

a.  Copying  exercise  of  one  or  two  paragraphs  based 

upon  groups  of  guide  words  if  the  teacher  finds  the 
guide  words  necessary;  these  paragraphs  should 
be  written  upon  the  blackboard  as  the  children 
give  the  oral  reproduction  and  then  copied  by  the 
class. 

b.  Dictation  of  one  or  two  paragraphs  in  language  of 

the  original  story.  Dictation  of  a  reproduction  pre- 
pared by  some  child  and  corrected  by  the  teacher 
independently  of  the  rest  of  the  class. 

c.  The  same  exercises  of  copying    and    dictation    re- 

peated, increasing  the  length  of  the  reproduction 
to  three  or  four  paragraphs. 

d.  Eeproduction  of  a   short  and   simple   story  which 

has  been  easily  reproduced  orally  by  all  the  class. 

e.  Reproduction  of  stories  of  former  grades  which  are 

first  reviewed  in  oral  reproduction. 

cf   ^jr  T  ( Reactions  from  *^ A'' I  and  III. 

2.  Written  Invention :   \^       ij.     j.    n  ,^     -.  t 

(Resultant  of  Oral  Invention. 

Outline. 

1 .  First  step  is  copying  of  original  sentences  of  oral  inven- 

tion. 

2.  Independent  written  work  on  topics  developed  in  an  oral 

lesson. 

3.  Use  of  pictures  in  inventive  writing. 

4.  Value  of  original  expression. 

Syllabus. 

1.  The  first  step  in  written  original  expression  is  indicated 
under  invention  in  oral  expression — copying  from  the 
blackboard  the  sentences  dictated  by  the  class  in  oral 
inventive  work,  after  the  co-operative  corrections  have 
been  made  and  the  sentences  have  been  arranged  in 
sequence  and  paragraph  form. 


THIRD  GRADE  A 


2.  When  the  children  have  developed  a  topic  in  conversa- 

tion or  oral  invention  they  may  give  their  contribu- 
tions to  the  topic  in  written  form.  The  teacher  may 
want  to  use  groups  of  guide  words  to  indicate  the  order 
of  sentences  and  division  into  paragraphs. 

3.  The  language  stories  produced    orally    from    pictures 

(either  by  analysis  of  actual  pictures  or  by  synthesis 
of  a  mental  picture  from  suggestive  words  and 
phrases) are  well  adapted  to  written  inventive  expres- 
sion. 

4.  The  child's  consciousness  of  growth   in   self-expression 

will  be  deepened  into  self-reliance  in  the  power  of 
original  expression  by  occasionally  giving  him  the  sat- 
isfaction of  seeing,  in  a  written  form,  what  he  has  pre- 
viously expressed  in  the  oral  lesson. 

3.  Lettek- Writing. 

Outline. 

1.  Foundation   work   developed    in   former   grades;   first 

formal  parts  of  a  letter  assigned  to  Third  A. 

2.  Copying  letters  the  first  step;  content  of  letters  orally 

developed;  use  of  guide  words  in  letter  of  more  than 
one  paragraph. 

3.  Incentives  for  letter-writing. 

Syllabus, 

1.  The  beginning  of  letter-writing  is  made  in  Third  Grade 

A.  The  forms  necessary  in  the  body  of  the  letter — 
sentence  structure,  paragraphs,  simple  uses  of*capitals 
and  punctuation — have  been  given  in  previous  grades 
and  reviewed  and  extended  in  this  grade.  The  head- 
ing, salutation  and  conclusion  of  friendly  letters,  in 
the  simplest  form,  are  part  of  the  formal  work  of.  the 
Third  A. 

2.  As  the  first  step  the  children  should  copy  complete  but 

short  letters.     Then  the  body  of    the   letter   may    be 

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copied,  the  class  supplying  the  heading,  salutation  and 
conclusion.  When  the  class  attempts  the  whole  letter, 
the  content  of  the  letter  should  be  orally  developed  and 
the  order  of  sentences  and  paragraphs  indicated  by 
well  grouped  guide  words,  if  the  letter  exceeds  one 
paragraph. 
3.  The  letters  should  be  made  real:  written  to  another 
pupil  and  answered  by  that  pupil;  written  to  pupils  of 
another  grade  or  school  and  answered;  to  another 
pupil  in  a  distant  city ;  to  friends  and  relatives ;  to  the 
teacher  in  reply  to  a  letter  from  her.  The  interest  in 
the  work  of  letter-writing  is  greater  if  the  letters  are 
given  a  motive. 

1  ..    .  [ 

C.     Technicalities  of  Expression 

Approximately  one. period  a  week  given  to  technical  work. 
Instruction  and  practice  given  incidentally  as  needed  and  when 
directly  applied. 

I.     AEEANGEMENT. 

1.  The  sentence  should  be  largely  restricted  to  the  simple  form, 

enlarged  by  modifying  phrases  but  not  involving  clauses 
except  where  they  cannot  be  avoided.  The  complex  and 
rom pound  sentences  are  too  involved  for  proper  use  in  this 
grade.  The  excessive  use  of  **and''  and  *^but"  should  be 
voided. 

2.  Indentation  of  paragraphs  should  now  be  required    in    all 

wriflben  papers.  It  may  often  be  necessary,  however,  for 
the  children  to  study  paragraph  structure  by  copying  short 
model  paragraphs  and  to  take  short  paragraphs  by  dicta- 
tion. In  the  latter  case  difficult  words  beyond  the  children's 
vocabulary  should  be  written  on  the  blackboard. 

3.  Occasionally  guide  words  arranged  in  groups  should  be  used 

a  ■  means  of  guiding  pupils  and  as  an  indication  of  sequence 
of  renterces  and  paragraphs. 

90 


THIRD  GRA.de  a 


4.  Review  and  continued  practice  of  headings  and  margins  on 

written  papers. 

a.  Grade  and  date  on  separate  lines  at  upper  right-hand 

corner. 

b.  Title  on  next  line  in  center  of  page.    It  should  be  con- 

cise, definite  and  accurately  descriptive. 

c.  One  blank  line  between  title  and  first  written  line  of 

paper  to  assure  clear,  definite  spacing. 

d.  Indentation  of  paragraphs. 

e.  Inch  margin  to  left  of  page. 

f.  Quarter-inch  margin  to  right  of  page. 

g.  Half -inch  margin  at  bottom  of  page. 

5.  Instruction  in  parts  of  a  letter  of  simplest  form  in  heading, 

salutation  and  conclusion. 

II.     TECHNICALITIES  OF  LANGUAGE. 

1.  Capitals. 

a.  Review  of  all  former  grades. 

b.  First  word  of  simple  direct  quotation. 

c.  Heading,  salutation  and  conclusion  of  a  simple  letter. 

2.  Punctuation. 

a.  Review  of  all  preceding  grades. 

b.  Quotation  marks  in  simple  direct  quotation. 

c.  Punctuation  marks  in  heading,  salutation  and  conclusion 

of  a  letter. 

d.  Apostrophe  to  show  possession  in  singular    possessive 

case;  also  to  show  contraction  in — don't,  doesn't,  can't, 
won't,  hasn't,  haven't,  isn't,  aren't  and  I'll. 

3.  Abbreviations. 

a.  Abbreviations  in  number  work, 

b.  Supt.,  Prin.,  Dr.,  Pres.,  Rev. 

4.  Preparation  for  Dictionary  Work. 

a.  Review  of  previous  work,  particularly    the    diacritical 

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marks  in  phonics  and  the  arrangement  in  alphabetical 
order  of  familiar  words  having  different  initial  letters, 
b.  Use  of  accent  mark. 

III.     COPYING,     DICTATION    AND     WRITING     FROM 

MEMORY. 

A  small  amount  of  copying  continued  to  furnish  models 
in  paragraph  structure,  in  headings  and  margins,  in  written 
papers,  in  simple  letters,  and  in  the  new  work  of  technicalities. 

Dictation  exercises  following  the  exercises  in  copying  are 
for  the  purpose  of  acquiring  ability  to  use  language  form  readily 
and  accurately,  to  furnish  practice  and  to  test  accuracy.  The 
children  should  give  close  concentration  to  dictation ;  repetition 
of  the  dictation  will  result  in  inattention.  The  dictation  fur- 
nishes the  thought  content  of  the  sentence  and  thus  enables  the 
child  to  give  undivided  attention  to  technical  form.  Difficult 
words  may  be  placed  on  the  blackboard. 

Short  poems  written  from  memory  will  give  good  drill  in 
capitals  and  punctuation  and  will  also  fix  the  poem  in  the  mem- 
ory. 

IV.     CORRECT  USE. 

(In  course  of  preparation). 


92 


FOURTH  GRADE 


Fourth  Grade 

Be^2:inning  with  the  Fourth  Grade,  the  outlines  are  given 
for  the  entire  grade,  both  B  and  A  classes.  When  distinctions 
between  the  work  in  the  B  and  A  classes  are  necessary  they  will 
be  indicated  by  separate  paragraphs,  headed  by  the  captions 
Fourth  B  or  Fourth  A. 

A.     Sources  of  Thought  Material — 
Impression 

I.     EXPERIENCES   OF  THE   CHILD'S  LIFE. 

1.  Peksonal. 

A.  Home  Life. 

1.  What  really  makes  a  good  home! 

2.  My  home  duties. 

3.  'Whj  I  should  have  a  garden  at  home — What  it  has 

taught  me. 

4.  Saturdays — How  I  like  to  spend  them  best. 

5.  A  walk  Sunday  afternoon. 

6.  My  earnings,  savings  and  my  spendings. 

B.  School  Activities. 

1.  My  walk  to  school. 

2.  Describe   a   game   that   helps   in   arithmetic — geog- 

raphy. 

3.  A  game  that  trains  me  to  be  quick. 

4.  My  favorite  subject. 

5.  Assembly — ^What  it  means  to  us. 

6.  Plan  dialogue  or  play  based  on  Literature  or  Read- 

ing. 

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7.  Note  outlines — Physiology — Nature  Study — Manual 

Training. 

8.  Good  ways  to  earn  money  for  our  school. 

9.  A  spelling  match. 

C.  Street  Incidents. 

1.  The  paper  boy. 

2.  The  auto  versus  the  horse. 

See  Civics  outline. 

3.  Marbles— Kite  flying. 

D.  Child's  Knowledge  and'  Observation  of  Nature, 

See  Nature  Study  outline. 

2.  Social. 

A.  Child's  Environment  and  Relation  to  Society  and  Hu- 
manity. 

Topics  under  social   experiences  are  associated  with 
personal  experiences. 

3.  Industkial. 

A.  Child's  Knowledge  and  Observation  of  Industries. 
See  Manual  Training  and  Geography  outline. 

4.  Civic. 

See  outline  in  Civics. 

II.    LITERATURE. 

1.    POETKY. 

Fourth  Grade  B. 

Poems  to  be  memorized.  (A  minimum  of  three  to  each  term.) 
Do  not  use  poems  assigned  to  a  higher  grade. 

Daisies    (Sherman) 4-19 

Daybreak  (Longfellow) 7-244 

October's  Bright  Blue  Weather  (Jackson) 

16-16,  11-206,  39-257 

Among  the  Nuts 42-123 

A  Child's  Thought  of  God  (Browning) 39-126,  1-153 


94 


I 


FOURTH  GRADE 


The  Mountain  and  the  Squirrel  (Emerson) 1-118 

The  Twenty-third  Psalm Bible 

The  Village  Blacksmith  (Longfellow) 1-106,  39-227 

Golden  Rod   (Lovejoy) 11-193 

The  Little  Artist 11-257 

What  the  Burdock  Was  Good  For 11-122 

Thanksgiving  Day  (Child) 11-236 

All  Things  Bright  and  Beautiful  (Alexander) 17-237 

The  Birds  in  Summer  (Howitt) 17-65 

Poems  to  be  read  by  the  children,  or  to  the  children. 

Eead  and  interpret  all  poems  in  the  list  to  be  memorized 

and  as  many  as  possible  of  the  following: 

The  Children's  Hour  (Longfellow) 7-247 

Evening  at  the  Farm  (Trowbridge) 39-132 

Jack  Frost  (Gould) ' 39-200 

Little  Bell  (West  Wood) 1-61 

Eobert  of  Lincoln   (Bryant) 1-113 

Fox  and  Crow  (Taylor) 42-128 

Three  Bugs  (Cary) .- 42-115 

Fourth  Grade  A. 
Poems  to  be  memorized.     (A  minimum  of  three  each  term.) 
Do  not  use  poems  assigned  to  a  higher  grade. 

The  Daffodils  (W^ordsworth) 39-217 

The  Windmill   (Longfellow) 7-452 

Abou  ben  Adhem  (Hunt) 1-127 

The  Sandpiper  (Thaxter) 39-160,  1-152 

The  Captain's  Daughter  (Fields) 1-98 

The  Three  Bells  (Whittier) 1-94 

Winter    (Tennyson) 39-269 

In  March  (Wordsworth) 39-285 

America  ( Smith) 

The  Arrow  and  the  Song  (Longfellow) .7-84 

Babby  Corn 17-93 

The  Seasons  (Ricker) 39-253 

Little  by  Little  (Anon) 39-203 

Over  and  Over  Again  (Anon) 39-205 

The  Blue  Bird  (Miller) 17-68 

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Poems  to  be  read  to  the  Children  or  by  the  Children. 
Eead  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following: 

Old  Christmas  (Howitt) 39-204,  16-652 

Alec  Yeaton^s  Son   (Aldrich) 1-150 

Jack  in  the  Pulpit  (Smith) 11-44 

The  Song  of  the  Brook  (Tennyson) 39-235,  1-110 

The  Wreck  of  the  Hesperus  (Longfellow) 1-179 

The  Barefoot  Boy  ( Whittier) 39-211 

Paul  Revere 's  Ride  (Longfellow) 7-255 

Tubal  Cain  (McKay) 29-304 

The  Child's  World. 39-231 

2.  Pkose. 

Fourth  Grade  B. 

Stories  (A  minimum  of  three  required  each  term). 

Ali  Baba  and  the  Forty  Robbers .35-102 

The  Goose  that  Laid  the  Golden  Egg 20-134 

The  Story  of  Ruth Bible 

The  Buckwheat 19-212 

Why  the  Sea  is  Salt 19-216 

The  Buffalo  and  the  Field  Mouse 45-1 

The  Eagle  and  the  Beaver 45-19 

The  Badger  and  the  Bear 45-47 

The  Adventures  of  Ulysses 36-113 

Buttercup  Gold 44-48 

Margaret  of  New  Orleans 18-195 

David  and  Goliath 18-224 

The  Nightingale 18-134 

A  Fortune 22-90 

Jack  the  Giant  Killer 35-80 

The  Elves  and  the  Shoemaker 18-109 

New  Year 44-67 

The  Wheat  Field 22-9 

Fourth  Grade  A. 
Stories  (A  minimum  of  three  required  each  term). 
The  Hare  and  the  Tortoise 20-162 

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FOURTH  GRADE 


The  Eaccoon  and  the  Bee  Tree 45-37 

'      The  Golden  Bird : 35-148 

The  Three  Remarks 44-93 

Oh,  Dear 44-75 

The  Bell  of  Atri 48-69 

The  Story  of  William  Tell 48-64 

Bruce  and  the  Spider 48-33 

Grace  Darling 48-61 

Antonio  Canova 48-156 

Sir  Philip  Sydney 48-49 

The  Hidden  Servants 18-234 

The  Inch-Cape  Rock 48-137 

The  Apron  String 22-55 

The  Strong  Child 22-96 

3.  Gkade  Librakies. 

See  Third  Grade  A  Outline  for  use  of  biography  in  Grade 
Library  books  and  training  to  a  habit  of  good  reading.  The 
intelligent  use  of  Grade  Library  books  on  the  part  of  the 
children  presupposes  that  the  teacher  knows  the  books.  The 
teacher  should  read  to  the  class  selections  in  prose  and 
poetry.  The  teacher  *s  enthusiasm  will  be  contagious.  It 
will  be  valuable  to  set  aside  a  period  occasionally  for  talk- 
ing over  with  the  children  what  they  have  read,  when  the 
teacher  may  learn  the  interests  of  the  pupils  and  more 
effectively  direct  further  reading.  Books  outside  the  Grade 
Library  should  be  recommended  for  the  children's  reading. 

III.     PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

The  subject  matter  of  other  subjects  of  this  grade  is  now 
widening  far  beyond  the  limits  of  the  Third  Grade,  particularly 
in  Geography  and  History.  It  will  be  of  decided  advantage  if  more 
of  the  topics  are  handled  in  language  lessons.  It  is  an  undoubted 
economy  of  time  if  the  language  lessons  thus  employ  material 
already  developed.     Topics  selected   from    these    sources    for 

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language  purposes  should  be  freshly  elaborated  in  the  language 
lesson  to  add  the  interest  which  is  essential  to  fluency  in  expres- 
sion. If  langTiage  lessons  elaborate  the  topics  of  other  studies, 
they  relieve  the  teacher  from  the  necessity  of  hunting  up  and 
preparing  special  topics  for  language. 

B.     Reactions  from  Thought  Material— 
Expression 

'  Introduction. 
The  Fourth  Grade  teachers  will  need  to  recognize  the  fol- 
lowing natural  change  in  the  growth  of  their  pupils.  The  Fourth 
Grade  is  a  period  of  readjustment.  The  spontaneity  of  the 
earlier  grades  now  becomes  checked  by  a  critical  attitude  of 
mind  on  the  part  of'  the  children  toward  their  own  work.  They 
begin  to  question  and  reason ;  they  become  self-conscious  in  their 
work;  they  see  the  crudeness  of  much  of  their  best  efforts;  they 
realize  their  limitations  in  expressing  themselves  and,  unless 
the  right  help  is  given,  they  will  now  grow  to  dislike  all  forms 
of  self-expression. 

On  the  other  hand  the  children  take  delight  in  the  drill  nec- 
essary to  acquire  proficiency  in  the  use  of  the  technical  principles 
and  aids  in  the  art  of  self  expression.  They  prefer  to  use  simple 
outlines  rather  than  to  express  themselves  without  plan  as  in 
earlier  grades.  Both  the  oral  and  written  forms  of  expression 
can  now  be  worked  over  in  detail  to  secure  the  accuracy  which 
they  enjoy  in  spelling,  sentence  structure,  paragraphing,  use 
of  capitals  and  marks  of  punctuation.  A  few  of  the  simple 
signs  of  correction  may  be  used  in  the  revision  of  their  papers. 
The  children  will  gladly  do  the  work  of  correcting  and  improv- 
ing, something  their  nascent  critical  tendency  now  craves. 

I.    EXPRESSION  THROUGH  COLOR. 

As  an  incentive  to  well  prepared  written  papers  teachers 
may  occasionally  want  to  use  this  form  of  expression  in  increas- 
ing the  attractiveness  of  the  written  work. 

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FOURTH  GRADE 


II.     EXPRESSION  THROUGH  DRAMATIZATION. 

The  pupils  may  arrange  the  ' '  properties ' '  of  the  improvised 
scenes  and  dramatize  as  they  read  the  ^^ parts''  from  selections 
in  their  readers  and  supplementary  books.  Dramatization  will 
form  an  interesting  variation  from  the  more  formal  reading  les- 
son and  become,  at  the  same  time,  a  valuable  exercise  in  self- 
expression.  For  other  suggestions,  see  the  syllabi  of  Third 
Grade  A  and  B. 

III.     ORAL  EXPRESSION.       • 

CoNVEESATiox :  Rcactious  from  *^A"  I  and  TV. 

Outline. 

1.  Conversation  preparatory  to  oral  invention;  sources  of 

topics. 

2.  Three  classes  of  topics. 

a.  Topics  entirely  within  pupil's  experiences. 

b.  Topics  requiring  partial  development  by  questions 

and  investigation.  Suggestions  for  pupils'  investi- 
gations. 

c.  Topics   which   must   be    developed    wholly   by   the 

teacher. 

3.  Caution  against  superficial  treatment  of  topics. 

4.  Interrelation  of  language  and  other  studies. 

5.  Habit  of  good  expression  continued    in  recitations    of 

other  subjects. 

6.  Time  and  place  for    corrections    of  violations  of  good 

English  in  other  recitations. 

Syllabus. 
1.  After  the  Third  Grade  the  conversation  lessons  become 
largely  a  preparation  for  the  longer  and  more  sus- 
tained efforts  in  oral  invention  which,  in  turn,  is  the 
basis  for  the  work  in  written  original  expression.  The 
subject  matter  will  be  either  the  topics  under  ^*A"  I, 

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developed  and  treated  as  in  the  primary  grades,  or 
topics  selected  from  the  widening  range  in  other  sub- 
jects of  the  course  of  study.  In  the  latter  case,  the 
conversation  lesson  of  the  language  period  is  replaced 
by  the  recitation  in  Geography  and  the  biographical 
work  in  History.  Such  recitations  become  an  inter- 
change of  ideas  and  information  between  the  teacher 
and  pupils  .  The  lesson  is  guided  by  the  teacher's 
questions,  or  it  may  partake  of  the  nature  of  report 
and  discussion. 

2.  a.  There  will  be  three  classes  of  topics  selected :  First, 
topics  which  come  directly  under  the  children's 
experience,  observation  and  knowledge  which  will 
not  require  development. 

b.  Second,  topics  which  will  require  partial  develop- 
ment. Usually  the  richer  portions  of  the  topic 
will  need  development  which  can*  be  done  through 
the  teacher's  questions.  The  pupils  may  answer 
these  questions  at  once  or  later  when  they  have 
had  the  opportunity  to  investigate  the  topic  and 
secure  the  needed  information.  The  pupils  \vill 
then  make  the  contributions  to  the  development  of 
the  topic. 

Their  investigations  should  be  as  thorough  as 
their  opportunities  to  secure  information  will  per- 
mit. Definite  assignments  for  investigation 
should  be  made;  such  assignments,  however, 
should  be  kept  within  their  power  to  investigate  at 
home  with  parents,  relatives  or  friends,  or  by  ref- 
erence to  supplementary  books  in  the  grade.  This 
work  will  necessarily  be  very  limited  and  the 
children's  contributions  will  be  crude,  often  unes- 
sential. But  by  affording  the  opportunity  the 
teacher  appeals  to  the  love  of  the  child  to  do  things 
for  himself,  lays  the  foundation  for  independent 
investigation  and  independent  thinking  in  later 
grades  and  creates  the  power  of  self-reliance. 

100 


FOURTH   GRADE 

a 


c.  A  third  class  of  topics  will  include  those  which  re- 
quire development  by  the  teacher  alone.  Such 
topics  should  be  chosen  for  the  enrichment  they 
bring  to  the  pupils'  lives.  Provided  these  topics 
have  a  relation  to  their  lives  the  teacher  has  the 
assurance  of  the  keen  interest  of  the  class.  Ex- 
ploration in  undiscovered  fields  is  an  absorbing 
undertaking  for  Fourth  Grade  children. 

3.  Pupils  of  this  grade  are  leaving  the  limitations  of  child- 

hood and  are  stretching  forth  to  know  their  actual  and 
real  relations  to  the  world  about  them.  Superficial 
and  casual  treatment  of  topics  will  not  content  them.  It 
is  not  sufficient  that  they  tell  what  has  already  come 
within  their  experience,  because  their  rapidly  widening 
lives  demand  fuller  knowledge  of  what  they  already 
understand.  Children  of  the  Fourth  Grade  will  delight 
in  the  observation  of  relations  where  before  they  only 
*  knew  facts.  Stilted  personalities  and  superficial  atti- 
tudes of  mind  will  result  from  superficial  treatment  of 
topics  in  the  Fourth  and  Fifth  Grades. 

4.  Thought  and  language  are  so  intimately    related    that 

one  cannot  be  considered  to  the  exclusion  of  the  other. 
Language  is  so  vitally  close  to  other  studies  that  the 
interrelation  must  be  recognized  and  employed  as  a 
source  of  thought  material  for  language  lessons. 

5.  During  the  recitation  periods  of  other  subjects  of  the 

course  of  study,  the  habit  of  care  in  the  use  of  language 
must  be  constantly  stimulated.  Pupils  should  not  be 
allowed  in  the  recitation  periods  of  other  studies  to 
sacrifice  right  habits  of  expression  established  in  the 
language  period.  The  theor^^  and  practice  of  correct 
habits  in  oral  or  written  expression  may  be  ideally 
realized  in  the  language  lesson,  only  to  be  entirely  lost 
in  careless  expression  during  other  recitations.  Lan- 
guage work  finds  then  its  application  in  all  lessons, 
both  oral  and  written,  in  every  subject  of  the  daily 
program. 

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6.  The  language  side  of  other  studies,  however,  should  not 
sacrifice  the  continuity  of  thought  and  development  of 
the  lesson  or  divert  the  attention  from  the  content  of 
the  lesson.  Corrections  and  suggestions  in  the  right 
use  of  language  should  be  made  incidentally  when  oc- 
casion demands  or  marked  for  attention  in  the  lan- 
guage lesson  proper.  The  point  is — violations  of  good 
English  should  not  go  entirely  unnoticed  during  reci- 
tations in  other  studies. 

2.  Oral  Reproduction:  Reactions  from  ^^A''  II  and  IV. 

Outline. 

1.  Few  only  of  stories  read  or  told  required  for  reproduc- 

tion. 

2.  Stories  chosen  for  definite  parts  easily  distinguished  and 

for  character  portrayals. 

3.  Plan  for  reproduction  in  character  portrayal. 

4.  Plans  for  reproductions. 

5.  Fourth  B :  Guide  words  gradually  replaced  by  topics  and 

sub-topics. 

6.  Fourth  A:  Beginning  of  co-operative  outlines;  value  of 

outlines ;  caution  against  their  exclusive  use. 

7.  Reproductions  alternately  given  by  teacher  and  pupils. 

8.  Use  of  questions  in  reproductions. 

9.  Independent   reproduction   of   short   stories    and   other 

stories  when  reviewed. 

10.  Appropriation    of   vocabulary    and    style    of    original! 

story. 

11.  Corrections  and  suggestions  from  the  pupils. 

Syllabus. 
1.  To  derive  the  greatest  benefit  from  stories  pupils  must 
be  eager  for  the  story  itself.  They  should  not  there- 
fore feel  that  every  story  read  or  told  must  be  repro- 
duced. A  few  only  of  the  large  number  of  stories  read 
by  the  pupils  or  told  by  the  teacher  should  be  selected 
for  oral  reproduction. 

102 


FOURTH  GRADE 


2.  Stories  chosen  for  reproduction  should  contain  definite 

and  related  parts  easily  distinguishable  by  the  chil- 
dren. Pupils  in  the  Fourth  Grade  will  be  interested 
not  only  in  the  story  or  plot  but  also  in  the  characters. 

3.  In  studying  the  characters  of  a  story  pupils  should  tell 

how  the  character  looks,  what  he  does,  what  he  say? 
and  what  are  his  ideals.  Children  will  thus  see  that 
they  are  reading  stories  not  for  the  plot  alone  but  for 
the  portrayal  of  character.  A  high  standard  of  ideal- 
ism in  character  will  gradually  result  from  this  char- 
acter study.  This  form  of  reproduction,  at  the  begin- 
ning of  its  introduction  in  language  work,  should  be 
shaped  by  questions  from  the  teacher.  It  should  not 
be  confused  with  the  reproduction  of  the  story  or  plot 
but  follow  it  as  a  distinct  form  of  reproduction.  Only 
one  of  the  tvvo  should  be  attempted  at  a  time. 

4.  The  story  may  be  read  or  told  at  one  lesson,  repeated 

or  discussed  at  another,  and,  when  it  is  clearly  before 
all  members  of  the  class,  reproduced  by  several  pupils 
and  finally  the  whole  story  by  one  pupil.  The  teacher 
may  wish  to  have  such  a  story  reproduced  in  its  en- 
tirety by  other  pupils  at  subsequent  lessons.  The 
opportunity  thus  afforded  to  review  work  carefully 
prepared  is  good  training  in  oral  expression,  because 
the  content  is  familiar  and  greater  attention  than  in 
the  first  reproduction  can  be  given  to  correct  forms 
and  language. 

5.  Fourth  B :  The  use  of  guide  words  to  show  sequence  in 

sentences  and  division  into  paragraphs  should  be  con- 
tinued from  the  Third  Grade.  Gradually  the  guide 
words  should  be  replaced  by  topics  and  sub-topics, 
at  first  only  in  the  shortest  reproductions  but 
finally  in  the  longer  reproductions.  Guide  words 
should  cease  to  be  employed  by  the  end  of  the 
Fourth  B.  The  introduction  of  topics  and  sub-topics 
to  replace  guide  words  is  the  first  step  toward  the  use 
of  co-operative  outlines. 

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6.  Fourth  A :  Frequently,  in  the  longer  reproductions,  an 

outline  co-operatively  developed  by  teacher  and  class 
will  be  an  effective  method  of  securing  an  orderly  and 
thorough  rejjroduction.  The  outline  will  involve  the 
use  of  topics  and  sub-topics.  Outlines  should  not  now 
be  independently  developed  by  the  children  but  only 
under  the  direction  and  guidance  of  the  teacher  as  co- 
operative work.  The  outline  should  be  short,  not  in- 
volving more  than  two  or  three  main  topics  with  one 
or  two  sub-topics  under  each  main  topic.  Children 
reproduce  their  stories  with  these  outlines  as  guides, 
thus  assuring  the  assistance  which  the  pupils  require 
and  freeing  them  from  too  much  yiependence  upon 
the  teacher  during  the  reproduction.  A  beginning  is 
thus  made  for  a  greater  degree  of  independent  work 
which  in  later  grades  must  be  the  rule,  if  the  pupils 
are  to  grow  in  their  power  of  self-expression.  Outlines 
should  be  cautiously  used;  not  every  story  reproduced 
requires  an  outline,  only  those  too  involved  for  the 
pupils  to  see  clearly  the  sequence  of  events. 

7.  When   guide   words    or    an   outline    are   not   used   the 

teacher  may  give  the  reproduction  to  a  point  of  interest 
which  is  given  by  a  pupil;  then  the  teacher  resumes 
the  reproduction  to  another  point  of  interest  which  is 
reproduced  by  another  pupil,  and  so  on  through  the 
reproduction.  The  sequence  of  sentences  and  para- 
graphs is  thus  made  evident  and  later  the  children  can 
reproduce  the  story  unaided. 

8.  Questions  from  the  teacher  or  from  one  or  two  pupils 

will  guide  the  reproduction  in  proper  arrangement  of 
time  and  event.  Later  the  story  may  be  reproduced 
without  the  questions. 

9.  A  short  story  well  known  by  the  pupils  will  easily  be 

reproduced  without  more  than  an  occasional  sugges- 
tion from  the  teacher.  This  will  also  be  true  of  repro- 
duction when  reviewed  after  being  reproduced  in  other 
ways.  Stories  reproduced  in  former  grades  may  be 
referred  to  and  retold. 

104 


FOURTH  GRADE 


•  10.  Eeproductions  should  involve  the  appropriation  of  the 
words  and  phrases  of  the  original  story.  The  pupiPs 
growth  in  vocabulary,  in  power  of  expression  and  cor- 
rect use  is  still  dependent  upon  the  imitation  of  good 
models  and  particularly  the  model  set  by  the  teacher. 
11.  Pupils  should  be  encouraged  to  criticize  one  another's 
work  by  correction  or  suggestion  of  improvement. 

o    ^        T  (  Eeactions  from  **A''  I,  III  and  IV. 

3.  Okal  Invention:    ^  -d       i^     .     n  J 

I  Kesultant  oi  conversation. 

Outline. 

1.  Beginning  of  training  in  speaking  to  an  audience. 

2.  Original  stories  by  the  pupils. 

3.  Filling-in  of  a  story  from    one  or    more  introductory 

paragraphs. 

4.  Stories  based  upon  pictures;  use  of  outlines. 

5.  Mental  pictures  through  a  synthetic  process. 

6.  Writing  on  blackboard  by  teacher  the  original  sentences 

given  by  pupils. 

7.  Comparative  value  of  oral  inventive  expression  and  re- 

production. 

Syllabus. 

1.  Frequently  in  review  of  a  subject  already  developed 

a  topic  may  be  assigned  which  the  pupil  reports  upon 
and  discusses.  Pupils  need  to  learn  to  put  a 
matter  of  experience,  observation  or  knowledge  clearly 
and  effectively  before  the  class.  Training  in  speak- 
ing on  one's  feet  can  hardly  begin  too  early  and 
these  first  efforts,  crude  though  they  be,  are  funda- 
mental if  pupils  ultimately  acquire  a  composed,  pleas- 
ing and  forcible  manner  of  speaking.  Impromptu  ex- 
ercises based  upon  familiar  topics  will  be  especially 
helpful  in  this  training. 

2.  The    children    should    be    encouraged    to    tell    original 

stories,  suggested  by  a  story  already  read,  by  the  life 
in  other  lands,  by  an  imaginary  trip  and  by  an  imag- 

105 


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inary  biography  of  some  character  in  their  geography, 
history  or  reading.  Assistance  in  the  development  of 
an  original  story  will  usually  be  necessary  bn  the  part 
of  the  teacher,  either  in  the  way  of  suggestion  or  of 
taking  up  the  story  when  it  shows  evidence  of  drifting 
away  from  the  subject,  or  when  brought  by  the  pupils 
to  too  abrupt  a  close. 

3.  Occasionally  the  filling-in  or  completion  of  a  story,  of 

which  one  or  more  introductory  paragraphs  have  been 
read,  should  be  assigned  for  oral  inventive  expression. 

4.  Pictures  are  excellent  sources  of  suggestion  for  inventive 

oral  expression.  Frequently  the  pupils  should  develop 
co-operatively  with  the  teacher  an  outline  based  upon 
the  situation  or  scene  of  a  picture.  The  class  should 
then  narrate  the  story  or  describe  the  scene,  guided  by 
the  outline.  Such  an  outline  may  take  the  form  of  sug 
gestive  words  or  phrases  in  place  of  topics  and  sub- 
topics. 

5.  Equally  interesting  is  the  converse  of  this  analysis  of  a 

picture — the  synthetic  process  of  creating  a  mental  pic- 
ture from  suggestive  words  and  phrases  written  by 
the  teacher  on  the  blackboard,  e.  g.,  a  crowd  of  children 
— people  in  doorways  and  open  windows — the  hurdy- 
gurdy  man — the  monkey  carrying  a  basket — a  dog  ap- 
pears ;  the  children  tell  the  story  and  finally  name  their 
mental  picture  of  the  scene. 

6.  The  practice  of  former  grades  should  occasionally    be 

continued,  of  writing  on  the  blackboard  the  best  sen- 
tences given  by  the  children  in  their  oral  work,  after 
changes  in  form  and  content  have  been  made  by  pupils 
and  teacher.  These  sentences  should  be  studied  for 
logical  order  in  the  same  paragraph  and  the  relation 
of  paragraphs  to  each  other  should  be  noted.  Finally 
the  whole  may  be  copied  as  the  first  step. in  written 
original  expression. 
Fourth  Grade  B :  Guide  words,  later  in  the  term  followed  by 
topics  and  sub-topics,  should  occasionally  be  used  as 

106 


FOURTH  GRADE 


guides  in  the  oral  inventive  work.  See  suggestions  in 
oral  reproduction. 

Fourth  A:  In  all  forms  of  oral  inventive  expression  the 
teacher  may  frequently  find  the  co-operative  outline  a 
valuable  assistance  in  development  of  content  and  in 
securing  an  orderly  sequence;  the  outline  is  practi- 
cally essential  in  the  longer  units  of  original  work,  par- 
ticularly when  the  topic  is  continued  over  two  or  more 
recitation  periods.  See  suggestions  in  the  use  of  an 
outline  in  oral  reproduction. 

7.  Oral  inventive  expression  affords  the  child  the  oppor- 
tunity for  self-expression  which  his  growing  personality 
demands.  The  element  of  pleasure  and  satisfaction  for 
the  pupils  is  much  greater  in  inventive  expression  than 
in  reproduction.  Their  interest  is  directly  appealed  to 
when  the  assignment  for  oral  expression  brings  forth 
their  own  individual  contributions  to  the  topic.  As  the 
pupils  advance  through  the  grades  they  should  be 
given  more  inventive  expression  and  proportionately 
less  reproduction. 

IV.    WRITTEN  EXPRESSION. 

Written  expression  in  the  Fourth  Grade  should  not  exceed 
the  proportion  of  one  written  lesson  to  three  oral  lessons,  but 
the  proportion  must  be  determined  by  the  children's  growth  in 
language  power  .and  in  their  proficiency  to  use  correctly  stand- 
ard forms  of  expression. 

Oral  expression  should  be  part  of  each  day's  language  les- 
son; written  expression  should  be  restricted  to  short  portions 
of  three  or  more  language  periods  a  week. 

^    ^^r  T^  (  Reactions  from  ^^A"  II  and  IV. 

1.  Written  Repeoduction  :    <   -d       i±     j.    x>  r\     ^  -n         j     j.- 

I  Resultant  of  Oral  Reproduction. 

Outline. 
Fourth  B. 
1.  Relation  of  sentences  in  a  paragraph  and   relation    of 
paragraphs. 

107 


ENGLISH 
£ 


2.  Observation  and  cooperative  practice  of  related  sentences 
and  paragraphs. 

Fourth  A. 

1.  Pupils  gradually  brought  to  independent  paragraphing. 

2.  Observation  of  relation  of  sentences  and  paragraphs.- 

3.  Topic  sentence  noted  for  central  thought  of  paragraph. 

4.  Cooperative  outlines ;  practice  in  short  papers  of  related 

sentences  and  paragraphs. 

A  and  B  Grades. 

1.  Written  reproductions  based  upon  oral  work.  A  few  only 

of  oral  reproductions  used. 

2.  Preparatory  work  to  written  reproductions. 

3.  Dividing   the    reproduction    among    several   groups    of 

pupils  or  over  several  days. 

4.  Final  recognition  due  complete  reproductions. 

5.  A  pupiPs  model  reproduction  taken  as  a  standard  for  the 

class. 

6.  Appropriating  vocabulary  and  style  of  original  story;  a 

caution. 

7.  Short  reproductions  completed  in  one  lesson. 

Stjllahus. 
Fourth  B. 
1.  The  relation  of  sentences  in  forming  a  paragraph  has 
been  studied  in  earlier  grades  and  should  be  continued. 
Two,  three  and  occasionally  four  paragraphs  have  been 
reproduced  in  oral  and  written  forms  in  the  Third 
Grade.  Children  should  now  be  taught  to  observe  the 
relation  of  paragraphs,  first  in  the  printed  form,  then 
in  their  oral  reproductions  and  lastly  in  their  written 
reproductions.  The  logical  sequence  of  time  and  event 
in  the  sentences  of  a  paragraph  will  help  the  pupils  to 
see  the  necessity  for  the  same  relation  of  paragraphs  to 
each  other.  This  relation  of  paragraphs  will  be  sug- 
gested in  the  cooperative  outlines  made  by  teacher  and 

108 


I 


FOURTH  GRADE 


pupils  in  the  transition  from  guide  words  to  topics  and 
sub-topics. 

2.  Pupils  cannot  relate  their  own  paragraphs  or  even  sen- 
tences unaided;  the  work  must  be  cooperative,  if  not 
entirely  done  under  the  suggestion  and  direction  of  the 
teacher.  Pupils  cannot  yet  paragraph  independently; 
but  they  should  be  encouraged  to  attempt  it.  Observa- 
tion of  relation  of  sentences  and  paragraphs,  in  sources 
other  than  their  own  writing,  is  fundamental  to  later 
cooperative  and  finally  independent  practice. 

Fourth  A. 

1.  Pupils  should  be  guided  gradually  to  the  independent  use 

of  the  paragraph.  Cooperative  work  between  the  teach- 
er and  some  individual  pupils  will  be  necessary,  but  by 
the  close  of  the  term  pupils  should  not  require  assist- 
ance. 

2.  The  work  of  observing  the  relation  of  sentences  in  each 

paragraph  and  of  paragraphs  to  each  other  should  be 
continued.  Printed  paragraphs,  oral  reproductions  and 
the  cooperative  outlines  are  available  sources  for  this 
work  in  observation. 

3.  The  topic  or  opening  sentence  should  now  be  noted  for 

the  central  thought  of  the  paragraph.  A  new  para- 
graph means  a  change  from  one  thought  or  idea  to 
another.  The  topic  sentence  introduces  the  new  thought 
or  idea. 

4.  The  co-operative  outlines  suggest  the  proper  order  of 

paragraphs  and  the  children  should  understand  this  ad- 
ditional value  of  an  outline.  Finally  the  children's  own 
written  papers  should  be  corrected  for  the  proper  rela- 
tion of  sentences  and  paragraphs.  This  should  not  in- 
volve long  or  formal  written  papers,  but  the  relation 
of  two,  three  or  at  the  most  four  x)aragraphs  must 
necessarily  be  established  before  the  longer  units  in 
later  grades  are  attempted. 

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ENGLISH 

A  and  B  Grades. 

1.  Written  reproductions  should  follow  and  be  based  upon 

oral  reproductions  carefully  worked  out  to  the  degree 
that  the  content  is  perfectly  familiar  to  the  pupils. 
Only  a  few  of  the  reproductions  given  orally  should 
be  required  in  the  written  form. 

2.  The  children  should  be  asked  to  reproduce  a  story  in  the 

written  form  after  oral  discussion,  placing  the  simple 
outlines  of  guide  words  or  topics  and  sub-topics  and 
new  or  difficult  words  on  the  blackboard,  and  after  oral 
reproduction  one  or  more  times  repeated. 

3.  It  may  often  be  advisable  to  ask  each  child  to  write  only 

part  of  the  reproduction;  several  groups  of  children 
thus  contributing  each  a  part;  or  the  reproduction  may 
be  continued  over  several  days,  when  an  outline  is 
usually  ^necessary ;  finally,  if  the  interest  is  still  keen, 
each  child  will  reproduce  the  whole  story. 

4.  Some  of  the  best  complete  reproductions  should  be  read 

to  the  class  to  give  the  recognition  which  pupils  expect 
after  a  prolonged  effort.  This  will  stimulate  all  to  bet- 
ter work  next  time.  One  reproduction  carefully  worked 
out  will  bring  more  pleasure  and  satisfaction  and  in- 
spire more  eagerness  to  improve  than  several  repro- 
ductions carelessly  undertaken. 

5.  A  model  reproduction,  written  independently    by    one 

pupil,  corrected  by  the  teacher  and  read  to  the  class, 
will  set  a  standard  within  the  power  of  the  other  pupils 
because  prepared  by  one  of  their  own  number.  Oc- 
casionally a  reproduction  by  some  pupil,  selected  for 
its  excellence  and  written  in  common  with  the  class, 
may  be  dictated  for  a  written  lesson,  or  a  few  short 
paragraphs  of  the  original  story  may  be  dictated. 

6.  Pupils  should  be  allowed  to  appropriate  the  words  and 

phrases  of  the  original  stories,  thus  assuring  a  growth 
in  their  vocabularies  and  power  of  expression  through 
imitation  of  good  models.    The  habit  of  appropriating 

110 


FOURTH  GRADE 


Y.  Ixole  sentences  should  be  discouraged  to  prevent  this 
appropriation  being  carried  to  a  dangerous  extreme. 
7.  Short,  simple  stories,  already  orally  reproduced,  should 
be  written  for  the  purpose  of  completing  a  reproduction 
at  one  lesson.  If  an  outline  is  not  used  it  may  be  well 
for  the  teacher  to  keep  the  written  lesson  under  her 
close  guidance. 

^^r  T  i  Eeactions  from  *^A'' I  and  III. 

W  BITTEN  Invention  :   ^-r»      ^4.     4.    4*  r\    i  t        x- 

(  Kesultant  01  Oral  Invention. 

Outline. 

1.  Copying  original  sentences  from  blackboard  first  step  in 

written  invention. 

2.  Topics  previously  developed  and  outlined  now  assigned 

for  written  invention. 

3.  Plans  for  keeping  w^ritten  papers  brief. 

4.  Recognition  of  complete  papers. 

5.  Original  stories,  filling  in  of  a  story,  pictures  and  mental 

pictures — sources  of  material. 

6.  Value  of  written  inventive  expression. 

7.  Pupils '  criticism  of  their  own  papers ;  corrections  satisfy 

the  desire  of  pupils  to  excel  their  work  of  former 
grades. 

Syllabus. 

1.  The  first  step  in  written  invention  has  been  indicated  in 

oral  invention — copying  from  the  blackboard  the  best 
original  sentences  dictated  by  the  pupils,  after  the  cor- 
rections have  been  made  by  teacher  and  pupils  and  the 
arrangement  of  sentences  has  been  studied. 

2.  Following  this  exercise  other  topics,  developed  in  oral 

inventive  work,  discussed  for  arrangement  of  sentences 
and  relation  of  paragraphs  and  outlined,  if  necessary, 
by  guide  words  or  topics  and  sub-topics,  may  be  as- 
signed for  written  work. 

3.  The  topic  may  be  written  one  or  two  paragraphs  at  a 

time,  or  partly  by  one  group  of  pupils  and  partly  by  a 

111 


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second  and  so  on.  The  assignment  should  never  over- 
tax the  pnpils  to  the  point  of  sacrificing  their  inter- 
est. The  complete  unit  should  also  be  short,  gradually 
extended  but  not  to  exceed  four  or  five  short  para- 
graphs. 

4.  The  best  papers  of  those  written  by  all  the  class  should  be 

read  to  the  class,  and  a  model  paper  worked  out  inde- 
pendently by  one  pupil  may  be  discussed  by  the  other 
pupils.  Either  assures  the  recognition  which  the  pupils' 
efforts  have  merited. 

5.  The  original  stories,  the  filling-in  of  a  story  suggested  by 

one  or  more  introductory  paragraphs,  the  narrations 
or  descriptions  based  upon  pictures  and  the  story  de- 
rived from  a  mental  picture  are  available  sources,  al- 
ready developed,  for  written  inventive  expression. 

6.  Pupils  wdll  grow  in  power  of  inventive  expression  as  the 

opportunity  is  afforded  to  express  themselves  freely 
and  spontaneously  in  the  oral  and  written  forms.  Their 
pleasure  in  original  expression  will  be  enhanced  by  the 
personal  satisfaction  of  occasionally  seeing  in  the  writ- 
.    .  ten  forms  what  they  have  already  produced  in  the  oral 

lesson. 

7.  The  pupils  should  criticize  their  own  written  work  before 

submitting  it.  Correction  of  errors  common  in  all 
papers  as  a  class  exercise,  and  criticism  of  individual 
peculiarities,  will  emphasize  the  need  and  value  of  alter- 
ations in  the  first  efforts.  This  work  of  improvement 
in  written  papers  will  also  satisfy  the  growing  tendency 
of  fourth  grade  pupils  to  place  themselves  in  a  critical 
attitude  of  mind  toward  their  own  work  and  fulfill  their 
desire  to  excel  the  efforts  of  former  grades.  This 
last  paragraph  applies  with  equal  force  to  written  re- 
production and  letter  writing. 

3.  Letter- WETTING. 

Outline. 
1.  Model  letters  of  friendship  copied  and  dictated. 

112 


FOURTH  GRADE 


2.  Content  of  letters  orally  developed. 

3.  Incentives  for  letter-writing. 

4.  Letters  from  literature  read  to  pupils. 

5.  Imaginative  letters. 

Syllabus. 

1.  Short  model  letters  of  friendship  -  may  be  copied  from 

the  blackboard  or  taken  by  dictation  for  the  purpose 
of  securing  the  proper  forms.  The  body  of  the  letter 
may  be  copied  or  dictated,  requiring  the  pupils  to  give 
the  correct  heading,  salutation  and  closing,  or  the  pro- 
cess may  be  reversed. 

2.  In  the  latter  case  and  when  the  entire  letter  is  written, 

the  content  should  be  developed  orally;  either  the 
pupils  should  be  told  what  they  are  going  to  write,  or 
reply  to  questions  from  the  teacher  or  one  another,  or 
reply  to  another  letter. 

3.  Whenever  possible  letters  should  be  motived,  as  letters 

to  parents,  relatives,  friends,  other  pupils  of  the  same 
or  another  school  in  the  same  or  another  city,  to  the 
teacher  in  reply  to  a  letter  from  her  and  so  forth. 
Letters  should  be  short. 

4.  Letter-writing  can  also  be  made  inviting,  if  the  teacher 

will  read  to  the  class  a  few  of  the  charming  letters  from 
many  volumes  of  such  material  now  accessible  in 
print. 

5.  The  work  can  be  varied  by  an  occasional  imaginative 

letter  from  data  furnished  by  the  teacher,  e.  g.,  a  letter 
from  a  person  on  his  travels,  from  an  historical  char- 
acter, from  a  character  in  a  story,  etc. 
Summary:  Model  letters  copied  and  dictated;  content 
orally  developed;  incentives  to  letter  writing;  letters 
should  be  short;  reading  by  teacher  of  letters  from 
literature;  imaginative  letters. 

C.     Technicalities  of  Expression 

(One  period  a  week,  in  proportion,  devoted  to  technical 

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work.     Instruction   given   when   occasion   demands   and   when 
directly  applied). 

I.     AERANGEMENT. 

1.  A  and  B  Classes :  Sentence  structure  should  be  restricted  to 

the  enlarged  simple  sentences  with  modifying  phrases,  but 
not  clauses  unless  unavoidable.  The  compound  and  com- 
plex sentences  are  too  involved  for  extended  use  in  the 
Fourth  Grade. 

Fourth   B:    Pupils    should    learn    to    distinguish    between 
•     statements  and  questions. 
Fourth  A :    Statements    and   questions    should   be    further 
compared  as  distinguished  from  commands  and  exclama- 
tions. 

2.  A    and    B    Classes:      Indentation    of    paragraphs    should 

now  be  familiar.  Co-operative  paragraphing  should  be 
continued.  The  relation  of  sentences  in  proper  order  in 
the  paragraph  should  receive  close  attention.  The  proper 
relation  of  paragraphs  to  each  other  should  be  studied  in 
the  observation  of  printed  paragraphs  and  as  suggested  by 
groups  of  guide  words  and  by  outline. 

Fourth  A  :  Independent'  paragraphing  should  be  required 
by  all  pupils  toward  the  end  of  this  term,  with  the  co-op- 
erative assistance  necessary  to  some  pupils.  The  relation 
of  sentences  to  a  central  thought  in  each  paragraph  should 
be  studied  and  the  topic  or  opening  sentence  should  first 
be  noted  in  this  grade.  The  practice  of  observing  the  rela- 
tion of  paragraphs  should  be  continued  from  the  Fourth  B. 

3.  Fourth  B:  The  transition  from  guide  words  to    topics    and 

sub-topics  involves  the  first  step  toward  outlines,  but  the 
first  outlines  should  be  undertaken  under  the  close  guidance 
of  the  teacher.  The  pupils  are  too  young  and  inexperienced 
to  attempt  an  outline  unaided.  Frequently  the  teacher  may 
have  to  develop  the  outline  practically  alone,  but  the  pupils 
should  feel  that  they  are  co-operating,  if  only  to  a  small 
degree. 
Fourth  A.:  The  co-operative  outlines  should  be  brief  and  in- 
volve comparatively  little  subject  matter.    One  or  two  main 

lU 


P^OURTH  GRADE 


topics  with  one  or  two  sub-topics  afford  a  beginning  in 
the  making  of  co-operative  outlines,  which  are  not  made 
independently  until  late  in  the  Sixth  Grade.  The  begin- 
ning should  be  made  cautiously.  Pupils  should  always  feel 
that  the  outline  is  a. help  in  their  own  oral  and  written 
expression.  It  is  a  means  like  sentence  structure,  para- 
graphing and  other  standard  forms  of  technique  in  lan- 
guage, toward  the  ultimate  end  of  self-expression.  The 
teacher  should  not  hesitate  to  make  the  outline  for 
the  class,  particularly  at  the  beginning  of  the  term  or 
when  the  topic  is  so  involved  that  the  order  of  topic  and 
sub-topic  is  not  perfectly  evident  to  the  pupils.  The  only 
defense  for  outlines  is  that  they  supply  one  means  to  assist 
and  guide  pupils  in  oral  and  written  expression  and  ulti- 
mately to  give  them  this  power  of  self-helpfulness.  Occa- 
sionally the  outline  should  be  omitted,  if  for  no  other  pur- 
pose than  to  prove  that  it  must  not  be  considered  indis- 
pensable. 

4:  A  and  B  Classes:  Superscription  on  an  envelope  should  be 
studied  and  practiced  in  letter-writing. 

5.  A  and  B  Classes:  Eeview  and  continued  application  of  head- 
ings and  margins  in  all  written  papers.  (See  Third  Grade 
A  syllabus  for  forms.) 

Fourth  A  :  The  appearance  of  written  papers  may  be  much  im- 
proved by  the  use  of  a  two  or  three  inch  ink  line  drawn  in 
a  blank  space  (on  ruled  paper)  between  definitely  separate 
parts  of  a  written  page,  e.  g.,  answers  to  questions  or  prob- 
lems in  arithmetic.  The  device  will  serve  the  three-fold  pur- 
pose of  improving  the  appearance  of  the  papers,  of  clearly 
separating  distinct  parts  of  a  written  page  and  of  greatly 
facilitating  the  teacher's  review  of  the  paper. 

II.    TECHNICALITIES  OF  LANGUAGE. ' 

Fourth  Grade  B. 


1.  Capitals. 

a.  Eeview  work  of  the  Third  Grade,  i 

115 


ENGLISH 


b.  Superscription  on  an  envelope. 

2.  Punctuation. 

a.  Review  work  of  the  Third  Grade. 

b.  Periods  and  commas  in  superscription  on  an  envelope. 

(Custom  varies — follow  authorized  text-book  in  lan- 
guage). 

c.  Interrogation  mark. 

d.  Apostrophe  in  plural  possessives  and  in  contractions. 

e.  Comma  preceding  quotation. 

3.  Abbreviations. 

a.  Review  work  of  Third  Grade. 

4.  Preparation  for  Dictionary  Work. 

a.  Review  of  accent  mark  and  diacritical  marks  involved  in 

phonics  of  preceding  grades. 

b.  Hyphen  and  syllabication  mark. 

c.  Arrangement  in  alphabetical  order  of  a   few  familiar 

words  having  the  initial  only  alike. 

Fourth  Grade  A. 

1.  Capitals. 

a.  Review  work  of  Fourth  B  and  Third  Grade. 

b.  Titles  and  places. 

c.  Names  of  Deity  and  proper  names  in  Bible  stories. 

2.  Punctuation. 

a.  Revi'ew  work  of  Fourth  B,  particularly  in  letter  and  en- 

velope punctuation;  the  question  mark,  apostrophe  and 
comma  preceding  quotation. 

b.  Exclamation  mark. 

c.  Comma  following  ^'yes''  or  ^^no''  when  used  as  part  of 

a  sentence,  with  name  of  person  addressed. 

3.  Abbreviations. 

a.  Abbreviations  in  Arithmetic  and  Geography. 

b.  Gov.,  Gen.,  Capt.,  Sec. 

116 


FOURTH  GRADE 


4.  Prepaeation  for  Dictionary  Work. 
a.  Repeat  all  the  work  of  Fourth  B. 

III.    COPYING,  DICTATION  AND  WRITING  FROM 

MEMORY. 

The  copying  exercise  may  gradually  be  replaced  by  dicta- 
tion, except  where  the  teacher  desires  to  use  the  former  for  fur- 
nishing the  correct  model  in  the  easiest  and  surest  maimer. 

Dictation  should  be  given  once  and  only  once ;  repetition 
invites  careless  attention.  It  may  frequently  be  given  to  restore 
quiet  in  a  restless  grade.  Concentration  should  be  one  product 
of  dictation.  Clearness,  distinctness  and  certainty  are  impera- 
tive'on  the  part  of  the  teacher.  New  and  difficult  words  should 
be  placed  on  the  blackboard.  Pupils  will  correct  their  own 
papers  if  the  dictation  is  taken  from  a  book  in  the  hands  of  all 
pupils  or  is  placed  upon  the  blackboard. 

Dictation  is  practical  for  a  variety  of  purposes.  It  furnishes 
models  in  sentence  structure,  in  paragraphing  and  in  letter- 
writing^  It  promotes  proficiency  in  the  proper  use  of  language 
forms.  It  supplies  practice  in  applying  the  technicalities  and  in 
testing  accuracy.  When  a  cooperative  outline  has  been  devefl- 
oped  the  teacher  may  give  as  a  dictation  exercise  her  own  writ- 
ten production  or  that  of  some  pupil,  based  upon  the  outline. 

Writing  from  memory  short  poems,  stanzas  of  poems  and 
memory  gems  serves  to  fix  them  firmly  in  the  memory  and  also 
affords  practice  in  the  use  of  capitals  and  punctuation. 

IV.     CORRECT  USE. 

(In  course  of  preparation). 


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Fifth  Grade 

The  outline  is  given  for  the  entire  grade.  When  distinc- 
tions are  made  between  the  work  in  the  B  and  A  classes  they 
will  be  indicated  by  separate  paragraphs  headed  by  the  caption 
Fifth  B  or  Fifth  A. 

A.     Sources  of  Thought  Material — 
Impression 

I.     EXPERIENCES   OF  THE   CHILD  ^S  LIFE. 

Introduction. 

The  guide  posts  which  we  have  for  the  selection  and  di- 
rection of  Fifth  Grade  interests  are  love  of  invention  and  ex- 
perimentation, a  craving  for  new  experiences,  a  keen  love  of 
nature  and  pleasure  in  hard  manual  work,  but  a  disinclination  to 
try  unless  assured  of  success.  Individuality  is  growing  rapidly 
but  the  child  must  be  trained  to  work  in  harmony  with  the 
general  organization.  *^  Everybody  does  if  is  an  excuse  often 
given.  The  desire  for  making  collections  is  strong  now  and 
can  be  used  to  advantage  in  history,  geography  and  nature 
study.  This  is  the  best  possible  material  for  conversation  and 
written  work. 

1.  Personal.  • 

A.  Home  Life. 

1.  The  garden — the  yard. 

2.  Useful  inventions  that  we  have  in  our  home — ^that 

might  be  placed  there,  plumbing,  electricity  for 
lighting,  washing  machines,  etc. 

3.  Simple   things    at   home    that    make    housekeeping 

easier.    Egg-beater — sieve. 

4.  An  hour  in  the  evening. 

118 


FIFTH   GRADE 


5.  What  could  I  make  at  home  that  would  be  helpful? 

6.  Who  is  a  good  neighbor? 

7.  How  I  have  (or  might  have)  earned  money  for  a 

bank  account. 

8.  A  book  read  at  home. 

9.  A  talk  on  the  necessary  expenses  in  running  a  home. 

What  are  the  essentials — ^non-essentials,  etc.  ? 
10.  A  talk  on  the  appreciation  of  the  place  of  the  mem- 
bers of  the  family — 
Father — worker — and  caretaker. 
Mother — planner  and  caretaker. 
Brothers — cooperate  and  do  heavier  tasks. 
Sister — ^helping  mother  with  tasks. 

B.  School  Activities. 

1.  Holidays. 

2.  Description  of  a  new  game  with  diagram. 

3.  Description  of  a  favorite  game — with  drawing. 

4.  Manual  Training. 

5.  Description  of  fire  drill. 

6.  What  our  physical  exercises  mean  to  us. 

7.  Who  is  a  good  chum?     What  does  he  do  for  me! 

What  do  I  do  for  him? 

8.  Who  make  best  captains? 

9.  Why  I  like  outdoor  recess. 

10.  Care  of  school  room. 

11.  Care  of  school  grounds. 

12.  A  talk  on  what  a  school  building  costs  to  build  and 

conduct — Eelate  with   Civics.      Where    does    the 
money  come  from,  etc. 

C.  Street  Incidents. 

1.  Fire  (See  special  Outline). 

2.  What  means  of  transportation  ^o  we  see  on  our 

streets?    Which  serve  us  best? 

119 


ENGLISH 

3.  Description  of  motor  cycle,  etc. 

4.  Describe  a  walk  downtown. 

5.  Describe  a  street  occupation — newsboy,  fritter  man, 

ice  cream  man,  street  vender,  scissors  grinder,  etc. 

6.  Care  of  streets — trees,  etc.       How  done — (Civics, 

Nature  Study). 

7.  What  makes  a  pretty  street?     Draw  a  plan  for  an 

arrangement  that  you  think  good.    Bring  in  post- 
cards, etc. 
Which  is  Rochester's  prettiest  street? 

D.  Child's  Knowledge  and  Observation  of  Nature, 
(Nature  Study  Outline.) 

2.  Social. 

A.  Child's    Environment    and    Relation    to    Society    and 
Humanity. 

Topics  under  social  experiences  are  associated  with 
personal  experiences. 

3.  Industkial. 

Child's  Knowledge  and  Observation  of  Industries. 

a.  Manual  training. 

b.  Geography. 

c.  School  Record  and  Work  Permit — requirement;  health 

requirements  for  Work  Permit.    (Use  this  topic  in  5A.) 

4.  Civic. 

(See  Outline  in  Civics). 

,     III.    LITERATURE. 

1.    POETKY. 

Fifth  Grade  B. 
Poems  to  be  memorized  (a  minimum  of  three  each  term). 
Do  not  use  poems  assigned  to  a  higher  grade. 

A  Farewell  (Kingsley) 1-190 

Going  a  NutJ^ng  (Stedman) 16-219 

My  Heart's  in  the  Highlands  (Burns) 16-277,  1-155 

120 


FIFTH   GRADE 


Priest  and  the  Mulberry  Tree  (Peacock) 16-355 

Sweet  Peas    (Keats) 16-68 

The  Tiger  (Blake) 1-177 

To-day   (Carlyle) 1-99 

The  Windy  Nights   (Read) 16-39 

The  Violet  (Proctor) 11-55 

Three   Fishers    (Kingsley) .' 40-48 

Daybreak    (Longfellow) 7-244 

October    (Jackson) 11-206 

Old  Clock  on  the  Stairs  (Longfellow) 7-82 

Children    (Longfellow) 39-129,  7-246 

September    (Jackson) 39-257 

Old   Christmas    (Howitt) 39-204 

Down  to  Sleep   (Jackson 39-197 

Break,  Break,  Break  (Tennyson) 1-144 

Discontent    ( Jewett) 1-123 

Lines  from  *^ Ancient  Mariner**  (Coleridge) 1-64 

Village  Blacksmith  (Longfellow) 1-106 

March  (Bryant) I .  .39-285 

Casablanca   (Hemans) 1-96 

Poems  to  be  read  by  the  children,  or  to  the  children. 
Read  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following: 

Bicycling  Song  (Beaching) 16-196 

God  Rest  Thee,  Merrv  Gentlemen  (Mulock) .16-653 

The   Sea    (Proctor) • 40-7,  16-258 

A  Sudden  Shower   (Riley) 17^3 

Under  the  Greenwood  Tree  (Shakespeare) .  .1-147,  16-59 

Parts  of  Evangeline   (Longfellow) 7-86 

Pied  Piper  of  Hamelin  (Browning) 30-219 

We  are  Seven  (Wordsworth) 1-162 

.The  Last  Leaf  (Holmes) 3-239 

The  Three  Bells   (Whittier) 1-94 

Fifth  Grade  A. 

Poems  to  be  memorized  (A  minimum  of  three  each  term). 

Do  not  use  poems  assigned  to  a  higher  grade. 

An  Apple  Orchard*  in  the  Spring  (Martin) 16-63 

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ENGLISH 

The  Day  is  Done  (Longfellow) 40-34 

The  King  of  Denmark's  Ride  (Norton) 16-418 

Gladness  of  Nature    (Bryant) 40-36 

Excelsior    (Longfellow) 7-23 

Woodman,  Spare  that  Tree  (Morris) 40-61 

Landing  of  the  Pilgrims   (Hemans) 16-305,  40-38 

What  Do  We   Plant    (Abbey) 42-93 

Captain's   Daughter   (Fields) 1-98 

The   First   Snowfall   (Lowell) 1^167 

Fifth  Grade  A, 
Poems  to  be  read  by  the    Children,    or  to  the  Children. 
Read  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following: 

The  Battle  of  Blenheim   (Southey) 40-31 

The  Corn  Song  (Whittier) 16-82 

The   Heritage    (Lowell) 40-118 

Hunter's   Song    (Proctor) 16-223 

Lochinvar    (Scott) 16-427 

Planting  of  the  Apple  Tree   (Bryant) 40-44,  16-59 

Skating   (Wordsworth) 16-207 

Skeleton  in  Armor  (Longfellow) 7-15 

Psalm  of  Life   (Longfellow) 7-3 

The  Barefoot  Boy   (Whittier) 39-211 

Little  Christmas  Tree  (Coolidge) 42-160 

Romance  of  the  Swan's  Nest   (Browning) 3-82 

Landing  of  tlie  Pilgrims 1 6-305 

Fifth  Grade  B. 
Prose. 

Stories  (A  minimum  of  three  required  each  term). 

Billy  Beg  and  His  Bull 19-225 

The  King  of  the  Golden  River 36-54 

Gods  and  Men 23-13 

How  Odin  Brought  the  Mead 23-36 

Thor's  Wonderful  Journey 23-171 

Thor  Goes  a  Fishing \ 23-113 

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FIFTH   GRADE 


'  The  Frogs  and  the  Crane 45-11 

King  Alfred  and  the  Cakes 48-5 

Diogenes  the  Wise  Man 48-103 

Pippa  Passes 12-104 

How  the  Flag  was  made 42-99 

•  The    Storks 49-25 

The   Flying  Dutchmaii| 1 .53-46 

St.  George  and  the  Dragon 12-62,  53-11 

Abraham  and  the  Old  Man 53-41 

Fifth  Grade  A, 

Stories. 

(A  minimmn  of  three  required  each  term.) 

Eip  Van  Winkle 38-44 

The  Brown  Bull  of  Norrowa. 36-1 

The  Good  Luck  Token a 45-55 

The  Badger  and  the  Bear 45-47 

The  Wild  Swans 49-36 

A  Story  of  Eobin  Hood 48-28 

Horatius  at  the  Bridge 48-91 

Whittington  and  Hig  Cat 48-140 

The  Stone  Cutter 12-96 

The  Story  of  Joseph 30-283 

The  Candles .49-66 

What  the  Goodman  Does  is  Always  Right 49-227 

The  Proud  King 53-1 

The  Little   Thief 53-61 

3.  Grade  Libraries. 

Library  books  should  be  more  freely  used  than  in  any 
preceding  grades.  The  teacher  should  know  thoroughly 
each  book  in  the  library  and  obtain  lists  of  other  books 
outside  the  grade  library  which  she  can  recommend  for 
home  reading.  Pupils  of  this  grade  are  exceedingly  fond 
of  reading  and  the  teacher's  highest  contribution  to  the 

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training-  of  her  pupils  will  be  a  wise  direction  of  their  read- 
ing into  the  channels  of  good  literature.  The  pupiPs  taste 
will  run  to  biography,  adventure  and  discovery.  This 
reading  from  a  variety  of  books  affords  an  inexhaustible 
source  of  material  for  oral  and  written  reproduction,  which 
will  introduce  an  entertaining  departure  from  the  usual 
reproduction  of  a  common  theme. 

A  period  should  be  set  aside  frequently  for  talking  over 
with  the  pupils  what  they  have  read.  The  teacher  may  learn 
in  this  way  the  interests  of  the  pupils  and  more  effectively 
direct  their  further  reading.  The  pupils  mil  enjoy  passing 
judgment  upon  the  characters  in  the  books  which  they  have 
read.  (See  oral  reproduction  in  this  outline.)  During  the 
discussion  of  books  the  teacher  should  remain  in  the  back- 
ground that  the  children  may  talk  freely. 

III.     PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

The  other  subjects  of  the  grade  provide  a  rich  store-house 
of  material  for  language  purposes.  These  studies  contribute 
topics  for  language  lessons,  and  the  language  lessons  contrib- 
ute to  them  in  turn  by  elaboration  and  enrichment.  Em- 
ploying material  already  developed  is  a  double  economy.  Topics 
selected  from  these  sources  should  be  elaborated  and  specific- 
ally assigned  to  add  the  fresh  interest  so  essential  to  successful 
language  work.  (For  suggestions  as  to  the  use  of  this  material 
see  conversation  in  this  outline.) 

B.     Reaction  from  Thought  Material- 
Expression 

Introduction. 

The  attention  of  the  Fifth  Grade  teachers  is  called  to  the 
introductory  paragraph  in  the  Fourth  Grade  outline.  The 
period  of  readjustment,  and  the  critical  attitude  of  mind  on  the 

124 


FIFTH   GRADE 


part  of  the  Fourth  Grade  pupils  towards  their  own  language 
work,  will  carry  over  into  the  Fifth  Grade.  The  steady  drill 
of  the  Fourth  Grade,  and  opportunities  afforded  in  both  grades 
for  self-help  and  criticism,  will  begin  to  show  results  in  greater 
proficiency  in  the  use  of  language  forms  and  technical  elements 
of  expression.  Self-confidence  and  sureness  will  begin  to  be 
evident  in  the  Fifth  Grade  and  there  will  come  a  pleasure  and 
satisfaction  in  the  consciousness  of  acquisition. 

The  wide  divergence  between  the  child's  idea  of  excellence 
and  his  actual  accomplishment  grows  less  as  the  work  of  the 
Fifth  Grade  advances.  The  inhibitive  tendency  of  the  Fourth 
Grade,  though  occasionally  evident,  will  check  the  child's  spon- 
taneity less  frequently.  Commendation  and  appreciation  will 
now  do  much  to  overcome  this  natural  attitude  of  mind  in  Fifth 
Grade  children.  The  teacher  can  bring  back  self-confidence  by  a 
timely  word  of  praise.  The  children  will  be  keen  judges  of 
whether  it  is  deserved.  The  point  is, — when  deserved  it  should 
not  be  withheld. 

Sometime  during  this  term  another  tide  of  spontaneity 
will  begin  to  gather  which  will  come  to  its  height  in  the  Sixth 
Grade  or  early  Seventh.  The  teacher  should  be  watchful  for  the 
first  signs  of  this  new  spontaneity  and  derive  from  it,  for  her- 
self and  her  children,  a  new  inspiration  and  greater  love  for 
self-expression. 

I  and  II.     EXPEESSION  THROUGH  COLOR  AND 
DRAMATIZATION. 

III.     ORAL  EXPRESSION. 

1.  CoNVEKSATiON :  Rcactious  from  ^^A"  I.  and  IV. 

Outline. 

1.  Conversation  becomes  report  and  discussion. 

2.  Three  classes  of  topics:    known,  partly  known  and  un- 

known. 

3.  Relative  values  of  three  classes. 

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4.  Full  treatment  of  topics  essential. 

5.  Pupils  make  investigation  of  topics. 

6.  Topics  from  other  thought  producing  subjects. 

7.  Elaboration  of  these  tox)ics  to  maintain  interest. 

8.  Definite  assignments  for  investigation. 

9.  Topical  recitations  in  other  subjects. 

10.  Training  for  good  habits  of  oral  expression  in  all  reci 

tations. 

11.  Miscellaneous  sources  of  topics. 

Syllabus. 

1.  As  in  the  Fourth  Grade,  the  conversation  lessons  now 

partake  of  the  nature  of  report  and  discussion  upon 
topics  involving  other  subjects  of  the  grade  within  the 
range  of  the  pupil's  experience,  knowledge  or  observa- 
tion. This  development  of  topics  supplies  an  oral  pre- 
paration for  the  longer  and  more  sustained  effort  in 
oral  invention. 

2.  Three  classes  of  topics  should  be  utilized:    first,  those 

which  in  content  are  entirely  within  the  children's  per- 
sonal experience;  second,  those  which  are  partly  re- 
lated to  their  experience,  the  unfamiliar  portions  sug- 
gested by  the  teacher's  questions,  or  investigated  by  the 
pupils  at  home  or  in  supplementary  books  available  at 
school;  and  third,  topics  which  must  be  developed  by 
the  teacher  alone. 

3.  Pupils  unaided  will  express  themselves  freely  upon  top- 

ics of  the  first  class  and,  after  investigation  and  devel- 
opment of  topics  of  the  second  and  third  classes,  they 
will  express  themselves  as  spontaneously  because  of 
the  fresh  interest  in  a  new  subject.  The  topics  of  the 
second  and  third  classes  have  the  added  advantage  of 
greatly  enriching  the  pupils '  lives  since  the  topics  have 
a  relation,  yet  undiscovered,  to  their  personal  experi- 
ences. 

4.  The   caution    suggested   in    the    Fourth    Grade    outline 

against  the  superficial  and  casual  treatment  of  a  topic 


FIFTH  GRADE 


in  which  the  children  are  absorbingly  interested  holds 
equally  true  in  the  Fifth  Grade. 

5.  Greater  satisfaction  comes  to  the  pupil  when  he  is  given 

the  pleasure  of  finding,  through  investigation,  the  ans- 
wers to  his  own  or  teacher's  questions  upon  parts  of  a 
topic  not  already  known.  The  contributions  resulting 
from  these  investigations  will  often  be  disappointing  to 
the  teacher  and  the  real  contribution  must  ultimately 
be  her  own,  but  by  offering  the  opportunity  to  inves- 
tigate, the  child  is  made  self-helpful  in  personal 
search  for  information  and  self-enrichment.  The  ap- 
peal has  been  made  to  the  child's  love  of  doing  things 
for  himself  and  he  is  given  the  vital  pleasure  of  at 
least  attempting  to  help  himself.  The  foundation  is 
laid  for  his  later  growth  in  independent  investigation, 
independent  thinking  and  a  self-respecting  power  of 
reliance  on  his  own  resources.  Frequently  a  surprise 
is  in  store  for  the  teacher  when  she  discovers  the  latent 
possibilities  of  the  child's  power  in  independent  inves- 
tigation. 

6.  The  subject-matter  of  the  other  subjects  of  the  course  of 

study  furnishes  splendid  material  for  the  English 
period  when  the  teacher  takes  time  to  see  that  the 
proper  impressions  are  made  and  the  content  properly 
interpreted  and  organized.  Oral  expression  will  easily 
follow  this  well  planned  impression.  In  a  conversation 
period  the  material  can  be  organized  for  both  oral  and 
written  expression. 

7.  The  other  subjects  will  be  greatly  helped  by  the  special 

attention  thus  given  to  them.  Usually  it  will  be  neces- 
sary, if  the  interest  is  maintained  in  the  subject-matter, 
to  extend  the  topic  beyond  the  development  required  in 
the  other  branch  of  study. 

8.  Pupils  should  be  requested  to  investigate  the  topic  for 

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themselves ;  what  they  already  know  serves  as  a  found- 
ation upon  which  to  build.  They  will  eagerly  investi- 
gate some  one  topic  in  their  history  or  geography — 
gathering  together  all  facts  and  items  of  interest  re- 
lating to  some  one  city,  one  river,  one  production,  one 
historical  character,  etc  .  The  teacher  may  find  it  wise 
to  assign  definite  items  for  investigation  to  each  pupil. 
Assignments  in  general  to  the  whole  class  will  bring 
results  from  only  part  of  the  pupils.  Assignment  of 
different  items  to  individual  pupils  secures  the  coop- 
eration of  all  members  of  the  class.  The  contributions 
are  offered  to  the  class  and  the  teacher  in  the  nature  of 
a  report  which  is  discussed  by  members  of  the  class  in 
a  conversation  lesson. 

9.  During  the  recitation  periods  of  other  subjects  of  the 
course  of  study,  the  class  should  occasionally  be  given 
topical  recitations  in  which  pupils  are  called  upon  to 
discuss  a  subject  without  the  spur  of  the  teacher's 
questions. 

10.  In  all  recitations  of  the  grade  pupils  sliould  be  taught 

to  say  clearly  and  coherently  exactly  what  they 
mean.  Correct  habits  in  spoken  language  may  be 
realized  in  the  language  lessons,  only  to  be  entirely 
lost  in  the  other  periods  of  the  daily  program  unless 
the  habit  is  continuous  throughout  all  lessons.  Pupils 
should  learn  that  during  the  entire  school  day  their 
statements  should  be  clear-cut,  complete  and  logical. 
The  teacher  should  seldom  supply  part  of  the  pupiPs 
answer  or  statement.  The  attention  should  not  be 
diverted  from  the  other  lesson  nor  the  development 
of  the  other  lesson  interrupted;  corrections  and  sug- 
gestions are  offered  incidentally  or  reserved  for  notice 
in  the  language  lesson. 

11.  The  teacher  is  referred   to    both  I  and  IV  of    Section 

*^  A''  for  topics.  Other  sources  are  beyond  enumeration : 
events  and  conditions  of  local  interest,  homes  and  life 
of  people  of  other  lands,  journeys  by  sledge  and  mule 

12S 


FIFTH   GRADE 


team,  etc.,  current  events,  talks  about  books,  and  the 
wide  range  of  interesting  biography  and  nature  study. 
The  teacher's  problem  is  to  select  from  the  abundance 
of  material  and  to  aid  the  child  so  to  arrange  it  that 
he  gains  in  power  to  think  and  to  express  his  thoughts. 

2.  Oral  Reproduction:  Reactions  from  **A''  II  and  IV. 

Outline. 

1.  Stories  selected  for  definite  plot  or  clear  character  por- 

trayal. 

2.  A  taste  for  adventure,  heroism  and  discovery  prominent 

in  this  grade. 

3.  Plan  for  character  portrayal. 

4.  Narration  of  plot  and  description  of  scene. 

5.  Plans  for  reproduction. 

6.  Co-operative  outlines. 

7.  Pupils  criticize  other's  reproductions. 

8.  Appropriating  words  and  phrases  of  original  stories. 

9.  Reproduction  of  stories  of  former  grades. 

Syllahtis. 

1.  The  stories  for  oral  reproduction  should  be  chosen  for 

the  clear  and  definite  plot  easily  outlined  or  for  clear 
character  portrayal.  Not  all  stories  read  by  the  pupils 
or  told  by  the  teacher  are  suitable  for  reproduction. 
The  reproduction  should  be  for  one  of  two  things — 
the  retelling  of  the  plot  or  a  character  portrayal — ^but 
only  for  one  of  the  two  at  a  time. 

2.  Fifth  Grade  children  are  rapidly  developing  a  love  of 

adventure  and  heroism.  'History  of  this  grade  is  bio- 
graphical. The  idea  of  Discovery  is  probably  the  cen- 
tral idea  of  the  grade.  It  will  be  natural,  then,  to  make 
much  of  character  portrayal  in  the  reproduction  of 
stories. 

3.  The  character  study  will  include  the  appearance  of  the 

character,  what  he  does,  what  he  says,  how  others  feel 

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towards  him,  how  he  feels  towards  the  other  characters 
of  the  story,  and  what  the  character  loves  best.  The 
children  will  thus  see  that  reproduction  means  more 
than  merely  retelling  the  plot.  The  great  and  noble 
characters  of  history  and  story  will  inspire  an  idealism 
and  a  hero  worship  without  which  a  child  may  fail  of 
realizing  his  highest  development. 

4.  The  narration  of  the  plot  and  description  of  a  scene  of 

the  story  must  not  be  wholly  sacrificed  for  the  char- 
acter portrayal.  Narration  and  description  should  now 
be  distinguished  and  pupils  should  consciously  repro- 
duce for  one  or  the  other.  Because  of  its  greater  sim- 
plicity, narration  has  been  largely  utilized  in  grades 
below  the  Fourth.  The  proportion  should  now  be  in- 
creased in  favor  of  description. 

5.  Before  an  oral  reproduction  is  called  for  the  story  may 

be  told  or  read  in  one  lesson,  repeated  or  discussed  in 
another,  and,  when  it  is  clearly  understood  by  all  the 
pupils,  may  be  reproduced  by  several  pupils,  one  at  a 
time,  and  finally  reproduced  in  its  entirety  by  one  pupil. 
At  a  subsequent  lesson  the  story  may  be  reproduced  as 
a  review  lesson ;  the  content  is  then  familiar  and  greater 
proficiency  in  the  use  of  correct  language  may  be  in- 
sisted upon  than  in  the  first  reproduction. 

6.  An  outline  cooperatively  developed  by  teacher  and  class 

will  be  an  effective  guide  to  an  orderly  and  logical 
reproduction,  particularly  in  the  longer  story.  The 
outline  serves  the  purpose  of  furnishing  a  guide  and 
the  assistance  pupils  require,  and  of  training  in  inde- 
pendent reproduction*  Assurance  is  thus  given  that  the 
child  will  reproduce  independently  without  the  inter- 
ruption of  the  teacher's  questions.  The  pupils  will  then 
grow  in  the  power  of  sustained  effort  and  be  freed  grad- 
ually from  too  exclusive  dependence  upon  the  teacher. 

7.  The  power  of  self-help  and  critical  suggestion  should 

be  increased  by  encouraging  the  pupils  to  criticize  each 

130 


FIFTH   GRADE 


other's  reproductions  and  to  offer  suggestions  of  im- 
provement. 

8.  They  should  continue  to  appropriate  the    words    and 

phrases  of  the  original.  Their  own  growth  in  vocabu- 
lary, power  of  expression  and  correct  use  is  still  de- 
pendent upon  imitation  of  good  models.  The  living 
model  of  the  teacher's  expression  is  always  the  potent 
factor. 

9.  Occasionally  the  pupil  should  be  permitted  to  choose 

stories  reproduced  in  former  grades  for  the  exercise 
in  reproduction  of  this  grade. 

o    r^         T  \  Reactions  from  ^^A"  I,  III  and  IV. 

3.  Okal  Invention.    <  -^       ^J.     j.     £  r^  \- 

]  Resultant  of  Conversation. 

Outline. 

1.  Sources  of  topics.    Teacher's  own  topic. 

2.  Contributions  of  conversation  to  sustained  oral  inven- 

tion expression. 

3.  Contributions   of   oral   invention  to  child's   growth   in 

self-expression. 

4.  Training  in  speaking  before  others. 

5.  Review  of  well  prepared  topics  best  adapted  for  this 

training. 

6.  Pupils  repeat  their  efforts  in  other  grades. 

7.  Detinite  sources  of  topics : — 

a.  Topics  in  list. 

b.  Original  and  iilling-in  stories. 

c.  Elaboration  of  topic  sentences. 

d.  Description  and  narration. 

e.  Pictures  and  mental  pictures. 

8.  Cooperative  outlines. 

9.  Greater    spontaneity   in    inventive    expression   than   in 

reproduction. 

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Syllabus, 

1.  The  list  of  topics  and  pictures  in  Section  A  of  the  outline 

will  suggest  subject-matter  for  oral  invention;  but  the 
teacher  should  develop  her  own  power  to  discover  sub- 
ject-matter because,  in  topics  of  her  own  choosing,  she 
will  inevitably,  being  interested  herself,  inspire  interest 
in  her  pupils. 

2.  Much  of  the  work  undertaken  in  conversation,  through 

question  and  answer,  report  and  discussion,  will  be- 
come longer  units  in  oral  invention.  As  the  pupils 
advance  through  the  grades,  they  gradually  take  a 
greater  share  in  the  conversation  as  the  teacher  takes 
proportionately  less.  The  conversation  lesson  and 
the  report  and  discussion  of  topics  investigated  may 
now  be  outlined  for  the  more  sustained  effort  in  con- 
'tinued  oral  expression.  The  conversation  lesson  thus 
becomes  the  basis  of  original  and  sustained  oral  ex- 
pression. On  the  basic  oral  side  of  expression  larger 
and  more  exacting  demands  are  made;  clear  and  cor- 
rect enunciation  is  insisted  on;  and  the  requirements 
of  good  form  are  emphasized. 

3.  Oral  original  expression  develops  the  child's  power  of 

close  observation,  increases  his  vocabulary,  develops 
his  ability  to  express  himself  in  the  presence  of  others 
and  emphasizes  the  necessity  of  telling  things  in  ac- 
cordance with  a  preconceived  plan  (outline). 

4.  The  children  learn  to  put  a  matter  of  experience,  knowl- 

edge, observation  or  investigation  clearly  and  forcibly 
before  the  class.  The  living  language  is  the  spoken  lan- 
guage; the  written  is  merely  a  conventionalized  form 
of  the  spoken.  Training  in  speaking  before  others  will 
in  time  cease  to  impede  the  child,  through  nervous  fear, 
from  uttering  his  thoughts  in  the  presence  of  others. 
The  result  will  often  be  crude  and  unsatisfactory  to 
the  mature  judgment  of  the  teacher;  but  the  effort  is 
worth  while  if  finally  the  child  is  given  a  com- 
posed, pleasing  and  forcible  manner  of  speaking.    At 

132 


FIFTH    GRADE 


least,  lie  can  be  encouraged  to  speak  frankly  and  freely 
with  quiet  self-possession  and  self-poise.  If  the  issue 
is  only  self-control  and  self-respect,  it  is  worth  many 
times  any  efforts  put  forth  to  obtain  it. 

5.  Eeview  of  well-prepared  topics  is  best  adapted  to  these 

first  efforts  in  oral  self-expression  in  the  presence  of 
others.  The  teacher  should  be  positive  that  the  topic 
selected  for  this  work  has  been  previously  prepared  by 
thorough  investigation,  report  and  discussion.  It 
should  always  be  review  because  confidence  is  thus  giv- 
en to  each  pupil  in  using  material  with  which  he  is  per- 
fectly familiar.  Hesitation  and  stumbling  will  not  re- 
sult where  the  subject  is  firmly  fixed  in  mind  . 

6.  Occasionally  a  pupil  who  has  succeeded  in  approximating 

the  teacher's  ideal  in  sustained  oral  expression  may 
be  sent  to  another  grade-room  for  change  of  audience. 
The  help  received  is  mutual, — gain  in  confidence  for  the 
individual  and  a  model  for  others  within  their  attain- 
ment because  he  is  one  of  their  number. 

7.  Among  the  sources  of  material  for  inventive  expression 

are  the  following: 

a.  The  topics  of  **A''  I  from  the  child's  experience, 

knowledge  or  observation  amplified  by  his  investi- 
gation and  partially  prepared  and  discussed  in  the 
conversation  lesson. 

b.  Original  stories  wholly  invented  by  the  pupils,  if 

they  show  the  power  to  do  so,  or  based  upon  filling- 
in  of  one  or  more  introductory  paragraphs  of  a 
story  read  by  the  teacher. 

c.  The  expanding  of  a  topic  or  opening  sentence  into 

one  paragraph,  e.  g..  Yesterday,  I  found  an  old, 
worn  pocketbook  on  the  street.  This  topic  sentence 
will  suggest  an  incident  and  may  be  expanded  into 
a  paragraph. 

d.  Descriptions  of  places  familiar  to  the  children;  de- 

scriptions of  their  interests  outside  of  school ;  tell- 
ing  of   some    of  the   incidents   common   to   their 

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eveiy-day  life;  matters  of  local  interest;  current 
events;  short  biographies  of  characters  of  which 
they  have  read  or  of  persons  they  know. 

e.  Pictures  translated  into  language  story,  or  mental 
pictures  synthetically  produced  by  suggestive 
words  and  phrases  furnished  by  the  teacher,  e.  g., 
the  teacher  writes  oii  the  blackboard:  Passenger 
steamer  coming  to  the  wharf — people  crowding  the 
hand-rail — a  child  ^s  eagerness  to  welcome  friends 
on  the  wharf — loses  balance — a  brave  deck-hand — 
the  rescue — cheers  for  the  young  man;  the  pupils 
tell  the  story  and  find  a  name  for  their  mental  pic- 
ture. 

8.  After  the  first  lesson  in  conversation  or  in  oral  inventive 

expression  upon  some  one  topic,  it  will  be  well  to  make 
an  outline  co-operatively.  This  will  lead  to  fuller  de- 
velopment of  the  topic  and  to  proper  order  of  time  and 
event.  The  outline  is  a  valuable  aid  in  all  oral  invent- 
ive work  and  practically  necessary  when  the  topic  is 
continued  over  two  or  more  language  periods. 

9.  There  can  be  no  question  of  the  greater  spontaneity  in 

inventive  oral  expression  over  oral  reproduction  of 
Fifth  Grade  pupils.  The  personal  element  is  now  be- 
coming predominant  in  the  child's  life  and  the  new  tide 
of  spontaneity,  becoming  evident  in  the  Fifth  Grade, 
has  its  origin  in  the  child's  expanding  personality  and 
his  consciousness  of  the  acquisition  of  power  in  self- 
expression.  The  activity  should  be  his,  guided  by  the 
teacher's  suggestion.  Passivity  becomes  more  and 
more  the  teacher's  role. 

IV.    WRITTEN    EXPRESSION. 

Provided  the  proper  preparation  for  written  expression 
can  be  secured  by  a  proportion  of  two  oral  lessons  to  one  written 
lesson,  the  proportion  of  the  written  work  may  now  be  made 
one-third.     This  proportion,  however,  should  be  gradually  ap- 

134 


FIFTH   GRADE 


proached,  determined  by  the  teacher's  judgment  of  the  pupils' 
proficiency  in  written  expression.  Oral  expression  should  be 
part  of  every  day's  language  period;  written  expression  re- 
stricted to  comparatively  shorter  portions  of  three  or  more 
periods  a  week. 

^.jT^  {  Eeactions  from  ^^ A"  II  and  IV. 

VY  KITTEN    KePRODUCTION  I^t^  ij.       j.      £   r\       ^    t^  i       ^' 

]  Resultant  of  Oral  Reproduction. 

Outline. 

1.  Independent  paragraphing;  assistance  if  required. 

2.  Relation  of  sentences  and  the  topic  sentence  studied  in 

model  printed  paragraph. 

3.  Pupil's  approximate  proper  use  of  standards  established, 

4.  Relation  of  paragraphs  studied  by  observation. 

5.  Co-operative  outlines  limited. 

6.  Short  written  papers  of  three  or  four  paragraphs. 

7.  Value  of  fundamental  work  to  later  progress. 

8.  Written  reproductions  based  on  oral. 

9.  Caution  in  appropriating  words  and  phrases  of  the  orig- 

inal story. 

10.  A  few  only  of  the  oral  reproductions  chosen  for  written 

work. 

11.  Division  of  reproduction  among  several  groups  of  pupils 

or  over  several  days. 

12.  Recognition  due  complete  reproductions. 

13.  A  pupil's  reproduction  used  as  model. 

14.  Review  of  stories  of  former  grades. 

15.  Habits  of  self-helpfulness. 

Syllahus. 

1.  Independent  paragraphing  should  be  required  of  the  pu- 

pils in  all  their  written  papers.  This  requirement  was 
first  made  toward  the  close  of  the  Fourth  A.  Some 
assistance  to  individual  pupils  will  still  be  necessary. 

2.  The    proper    relation    of    sentences     to     the     leading- 

thought  in  a  paragraph  should  be  studied;    the  topic 

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sentence  will  supply  the  leading  thought  of  the 
paragraph.  The  relation  of  sentences  and  the  use  of 
the  topic  sentence  should  be  studied  in  model  para- 
graphs of  the  readers  or  other  books,  in  model  repro- 
ductions and  in  other  written  papers  of  pupils  who 
have  succeeded  in  developing  good  topic  sentences  and 
maintaining  the  relation  of  sentences  in  a  paragraph. 

3.  The  class  as  a  whole  will  not  be  able,  in  all  cases,  consist- 

ently to  practice  the  correct  use  of  topic  sentences  and 
the  proper  relation  of  the  sentences  in  a  paragraph. 
The  teacher  should  hold  the  ideal  before  the  class  and 
cautiously  criticize  the  written  work  for  these  two  ob- 
jects. 

4.  The  study  of  the  relation  of  sentences  leads  to  the  study 

of  the  relation  of  paragraphs  to  each  other.  The 
utmost  care  should  be  exercised  in  requiring  pupils 
properly  to  relate  their  paragraphs  in  their  written 
practice.  The  relation  of  paragraphs  should  first  be 
approached  by  observation  of  paragraphs  in  readers, 
etc.  A  good  model  prepared  by  a  member  of  the  class 
will  set  a  standard  for  other  pupils. 

5.  The  co-operative  outline  will  be  the  pupils '  guide  in  study 

of  relation  of  paragraphs  in  their  written  work.  The 
outline  should  not  be  involved — two  or  three  main  topics 
with  two  or  three  related  sub-topics. 

6.  The  written  papers  should  not  be  long.    The  use  of  a  co- 

operative outline,  the  use  of  a  topic  sentence,  the  proper 
relation  of  sentences  in  paragraphs,  and  the  proper  se- 
quence of  paragraphs,  must  be  secured  in  comparative- 
ly short  papers  of  three  or  four  paragraphs  before  this 
work  can  be  extended  to  longer  papers  in  the  upper 
grades. 

7.  Pupils  will  only  gradually  realize  the  ideals  which  they 

study  in  the  printed  form  and  which  the  teacher  places 
before  them,  but  it  is  all-important  that  the  foundation 
should  thus  be  laid  toward  an  ultimate  realization  of 
plan  and  outline,  logical  order  of  thought  and  proper 

138 


FIFTH   GRADE 


relation  of  sentences  and  paragraphs.  Such  a  realiza- 
tion will  never  be  the  result  of  blind  chance  or  mere 
imitation  on  the  part  of  pupils,  but  of  intelligent  in- 
struction by  the  teacher  and  consistent  effort  by  the 
pupil.  It  should  not  be  wholly  discouraging  to  either 
because  instruction  and  effort  must  be  persistent. 

8.  Written  reproduction  of  stories  assigned  to  this  grade 

and  of  topics  selected  from  the  Geography  and  History 
and  other  subject-matter  of  the  grade,  should  follow 
previous  oral  reproductions  carefully  worked  out  and 
repeated,  if  necessary,  until  the  content  is  perfectly 
familiar.  If  an  outline  is  developed  in  the  oral  work, 
it  should  become  the  basis  of  the  written  reproduction. 
New  and  difficult  words  may  be  placed  on  the  black- 
board: 

9.  Appropriation  of  the  vocabulary  and  phrases   of  the 

original  should  be  allowed  in  part,  but  it  should  not  be 
permitted  to  the  extent  of  appropriating  whole  sent- 
ences. 

10.  It  should  be  sufficient  to  reproduce  on  paper  a  few  only 
of  the  oral  reproductions,  the  choice  being  determined 
by  the  interest  in  and  familiarity  with  the  content 
shown  by  the  pupils  in  the  oral  reproduction.  Thorough 
knowledge  of  the  subject  in  hand  before  any  writing 
is  done  will  make  the  written  reproduction  absorbingly 
interesting  and  will  increase  fluency  of  expression. 

11.  If  the  written  reproduction  is  liable  to  occupy  too  much  of 
the  language  period,  several  groups  of  children  should 
each  contribute  a  part  of  the  reproduction  or  the  repro- 
duction should  be  continued  over  several  days.  The 
whole  reproduction  will  thus  be  the  result  of  several 
groups  of  pupils,  each  contributing  a  part,  or  it  will 
be  the  result  of  several  lessons.  The  frequent  writing 
of  good,  clear-cut  sentences  in  one  or  two  paragraphs 
is  of  as  much  importance  as  the  longer  and  more  formal 
written  reproduction. 

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12.  After  this  continuous  effort  recognition  should  be  given 

to  the  best  complete  reproductions  by  having  them 
read  to  the  class.  One  reproduction  carefully  de- 
veloped will  bring  a  greater  degree  of  satisfaction  and 
pleasure  than  several  reproductions  only  casually  at- 
tempted. 

13.  Occasionally   the   teacher'  should    select    a   well-written 

reproduction  upon  a  topic  treated  independently  by  the 
pupil,  or  in  common  with  the  class,  to  fix  a  standard  for 
the  emulation  of  other  pupils.  This  may  also  be  written 
on  the  blackboard  for  class  criticism  and  correction. 

14.  Occasionally    pupils     should    write     reproductions     of 

stories  read  in  preceding  grades  a^ter  the  story  is  orally 
reviewed.  Such  an  exercise  will  bring  into  prominence 
the  advance  which  the  class  has  made  over  previous 
efforts. 

15.  Pupils  should  now  form  the  habit  of  looking  over  their 

written  work  before  handing  it  in;  they  should  make 
definite  suggestions  upon  the  work  of  others;  they 
should  examine  carefully  the  corrections  made  by  the 
teacher,  rewriting  the  paper  if  necessary. 

^   „  T  (  Eeactions  from  ''A''  L  .III.  and  IV. 

2.  Written  Invention.  ^  t>      i^     ^     p  /-,    i  t         1- 

/  Eesultant  of  Oral  Invention. 

Outline. 

1.  All  forms  of  expression  contributing  to  written  invention. 

2.  Short  daily  assignments ;  the  right  moment  for  invent- 

ive writing. 

3.  A  few  formal  papers. 

4.  Written  invention  based  on  oral  invention. 

5.  Available  sources :    conversations,    filling-in    of    stories, 

descriptions  and  narrations,  pictures,  elaboration  of 
the  sentences. 

6.  Occasional  impromptu  writing. 

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FIFTH    GRADE 


7.  Cooperative  outlines  embodied  and  vitalized. 

8.  Work  extended  over  several  days  gains  by  lapse  of  time. 

9.  Habits  of  self-helpfulness. 

10.  Filing  of  a  few  papers  of  each  pupil. 

Syllabus. 

1.  Reproductions  oral  and  written,  oral  inventive  expres- 

sion, the  development  of  topics  by  conversation,  report 
of  investigations  and  class  discussions  are  means  to- 
ward more  perfectly  ordered  original  work. 

2.  Assignments  .in  written   invention  should  not  demand 

prolonged  effort  from  the  pupils.  Their  inspiration 
will  come  from  the  sources  mentioned  above;  but  too 
sustained  an  effort  will  result  in  loss  of  enthusiasm 
and  the  interest  so  essential  to  fluency  and  spontaneity. 
There  should  be  many,  almost  daily  short  exercises 
while  the  interest  is  keen.  The  right  moment  for 
inventive  writing  should  be  looked  for  and  employed 
before  the  desire  to  write  on  the  topic  passes  to  a  new 
interest  in  another  field. 

3.  The  material  gathered  in  the  daily  practice  may  often 

furnish  the  subject-matter  for  long  and  more  formal 
papers.  A  few  such  papers  during  the  term  should  be 
sufficient  to  create  the  impression  of  an  actual  achieve- 
ment. Proficiency  and  fluency  of  expression  are  more 
liable  to  result  from  daily  practice  of  a  few  sentences 
in  one  or  two  paragraphs. 

4.  Written  invention  should  invariably  be  based  upon  pre- 

vious oral  work.  The  same  sources  will  supply  subject- 
matter.  Only  a  portion  of  the  oral  work  should  be 
chosen  for  a  permanent  record  in  writing.  If  the  orig- 
inal sentences  given  in  oral  exercises  have  been  writ- 
ten on  the  blackboard,  corrected  and  arranged  for  order 
of  sentences  and  paragraphs,  such  work  could  be 
copied  by  all  pupils. 

5.  Among  other  sources  the  following  are  always  available : 

the    topics    developed   by    conversation,    class    report 

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and  discussion;  the  filling-in  of  a  story  suggested  by 
one  or  more  introductory  paragraphs  and  original 
stories  told  in  the  oral  inventive  exercises ;  description 
of  places  and  persons  known  to  the  pupils  ;relating  of 
incidents  of  pupils '  every  day  life ;  matters  of  local  or 
current  interest;  description  of  their  interests  outside 
of  school;  stories  and  descriptions  based  on  pictures; 
and  the  elaboration  of  a  topic  sentence  into  a  para- 
graph. There  is  hardly  any  device  more  apt  to  pro- 
duce a  good  paragraph  than  the  elaboration  of  topic 
sentences  which  actually  contain  material  for  para- 
graphs. 

6.  Oral  development  of  the  subject  in  hand  should  almost 

invariably  precede  a  written  paper.  Occasionally  the 
teacher  may  wish  to  have  the  pupils  write  quickly  upon 
some  subject  already  so  well  known  that  it  does  not 
require  oral  preparation. 

7.  The  use  of  co-operative  outlines  will  be  necessary  when 

the  assignments  exceed  one  paragraph  or  two  short 
paragraphs.  Outlines  previously  developed  in  oral  ex- 
pression may  now  be  embodied  and  vitalized  by  filling 
in  the  outline  in  the  written  paper. 

8.  Such  work  may  be  extended  over  several  days.      Pupils 

gain  something  by  having  the  piece  of  work  on  hand  for 
a  while.  The  habit  of  giving  time  and  thought  to  any 
genuine  work  is  worthy  of  cultivation.  Respect  for  the 
work  comes  if  it  is  done  with  faithfulness.  At  the  end^ 
another  actual  achievement  has  been  made.  Such  a 
plan  does  not  interfere  with  the  daily  practice  of  a  few 
sentences  in  one  and  two  paragraphs ;  it  merely  means 
that  the  daily  limited  practice  is  applied  on  successive 
days  to  the  elaboration  of  the  same  subject. 

9.  Pupils  should  continue  the  habit   of  criticizing   and  cor- 

recting their  own  written  papers.  The  co-operative 
outline  and  the  habit  of  self-criticism  are  valuable  fac- 
tors in  developing  the  pupils '  power  of  self-help.  What 
they  can  do  for  themselves  the  teacher  should  never  do 

140 


FIFTH   GRADE 


for  them.  Confidence  on  the  teacher's  part  in  their 
ability  to  help  themselves  will  nltimately  culminate  in 
independent  criticism  on  the  part  of  the  pupils. 
10.  A  rough  draft  and  a  completed  paper  by  each  pupil  from 
the  beginning,  the  middle  and  the  end  of  the  term  might 
be  kept  to  show  progress  and  to  convince  the  pupils  that 
there  has  been  an  advance  in  their  power  of  self-ex- 
pression. 

?.  Lettek  Writing. 

Outline. 

1.  Letters  of  friendship  continued. 

2.  Fifth  B :  Answers  to  advertisements. 

3.  Fifth  A :  Simple  business  letters. 

4.  Plans  for  development  work. 

5.  Incentives  for  letters  of  friendship. 

6.  Accuracy  and  neatness  in  business  letters. 

Syllabus, 

1.  The  friendly  letters  of  the  Fourth  Grade  should  be  con- 

tinued, with  attention  to  heading,  salutation  and  clos- 
ing, to  the  superscription  of  the  envelope  and  to  sen- 
tence and  paragraph  structure  in  the  body  of  the 
letter. 

2.  Fifth  B :  Answers  to  advertisements  will  serve  as  the 

beginning  of  business  letters  of  the  Fifth  A  and  Sixth 
Grade.  Model  letters  should  first  be  dictated  to  give 
the  proper  forms. 

3.  Fifth  A  :  Answers  to  advertisements  should  be  continued 

and  business  letters  of  a  simple  nature  should  be  begun. 
Dictation  exercises  will  furnish  models  for  imitation. 

4.  In  both  the  B  and  A  Classes  model  letters  of  each  kind 

should  first  be  dictated  in  complete  form ;  then  the  body 
of  the  letter  dictated,  the  pupils  giving  the  proper  letter 
forms;  or  the  heading,  salutation  and  closing  may  be 
dictated,  the  class  adding  the  letter  itself.     Oral  pre- 

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paration  of  the  content  of  the  letter  should  usually 
precede  the  writing  of  the  complete  letter  . 

5.  In  letters  of  friendship  it  will  be  found  profitable  to 

allow  the  class  to  relate,  describe  or  explain  from  the 
point  of  view  of  another,  e.  g.,  a  character  in  a  story  or 
a  person  on  his  travels.  Questions  from  other  pupils 
or  from  the  teacher  may  be  answered  in  a  letter.  Let- 
ters may  be  written  to'  parents  or  friends,  to  pupils  of 
another  grade,  to  pupils  of  another  school  in  this  city 
or  elsewhere,  to  the  teacher  in  reply  to  a  letter  from 
her.  These  and  other  incentives  to  letter-writing  will 
give  the  motive  without  which  letters  written  in  school 
lose  their  reality  and  vitality. 

6.  Letters  in  answer  to  advertisements  and  business  letters 

will  easily  supply  their  own  incentive,  if  both  destina- 
tion and  content  of  the  letter  are  definitely  assigned 
before  writing  is  begnin.  Accuracy  and  neatness  are 
essential  business  requirements  in  these  letter  forms. 

C.  Technicalities  of  Expression 

(One  period  a  week,  in  proportion,  devoted  to  technical 
work.  Instruction  given  when  occasion  demands  and  when  di- 
rectly applicable).  . 

L    ARRANGEMENT. 

1,  A  and  B  Classes :  The  simple  statements  allowed  in  preceding 
grades  should  now  become  definite  clear-cut  sentences. 
Pupils  should  recognize  sentences  as  declarative  (state- 
ment), interrogative  (question),  imperative  (command)  and 
exclamatory  (exclamation).  Teachers  may  at  their  option 
allow  pupils  to  use  complex  sentences,  but  no  study  of  the 
complex  sentence  should  be  attempted. 

Fifth  A  :  Pupils  can  now  be  taught  that  the  sentence  has  two 
parts,  subject  and  predicate.  They  can  learn  to  separate 
these  parts  from  one  another  in  complete  sentences,  and 
they  should  now  be  given  drill  in  selecting  the  subject  and 

142 


FIFTH    GRADE 


predicate.  This  knowledge  of  sentence  structure  is  essen- 
tial to  the  criticism  which  the  pupils  are  asked  to  pass  upon 
their  own  written  work,  and  will  much  facilitate  the 
teacher's  work  in  correction  of  the  pupils'  faulty  sentence 
formation.  This  division  of  a  sentence  into  subject  and 
predicate  should  not  be  included  in  a  term  test. 

A  and  B  Classes :  Independent  use  of  a  paragraph  is  required 
of  all  pupils,  with  such  assistance  as  is  necessary  from  the 
teacher  to  the  individual  pupil.  The  elaboration  of  a  topic 
sentence  into  a  paragraph  makes  clear  the  relation  of  sen- 
tences to  one  central  thought  in  each  paragraph.  Writing 
from  an  outline  develops  the  sense  of  relation  of  para- 
graphs. The  relation  of  the  printed  paragraphs  should  be 
more  fully  noted  in  readers,  etc.  It  will  also  be  profitable 
exercise  to  select  the  topic  sentences  from  printed  para- 
graphs. 

A  and  B  Classes :  The  cooperative  outlines  should  be  simple 
and  brief.  Two  or  three  main  topics  with  two  or  three  sub- 
topics under  each  main  topic  should  be  sufficient  require- 
ment in  this  grade.  This  may  be  extended  in  the  Fifth  A  to 
four  main  topics.  Pupils  should  look  upon  the  outline  as  a 
means  of  help  in  their  own  oral  and  written  expression.  The 
objection  to  the  wholesale  use  of  the  outline  is  that  it  weak- 
ens the  child's  power  to  hold  together  as  a  whole  the  parts 
that  compose  a  subject.  This  power  of  attention  and  of  sus- 
tained thinking  should  be  cultivated  by  frequently  omitting 
the  outline  in  the  shorter  forms  of  oral  and  written  expres- 
sion. However,  in  the  longer  efforts  the  outline  becomes 
rather  an  aid  to  the  development  of  power  of  attention  and 
sustained  thinking.  Every  form  of  discourse  must  be  or- 
derly and  must  have  arrangement ;  order  and  arrangement 
imply  some  plan  of  the  whole. 

The  teacher  need  not  hesitate  to  give  the  pupils  the  outline, 
particularly  when  the  order  of  main  topic  and  sub-topic  is 
too  involved  for  the  pupils  to  see  the  relation.  Furthermore, 
the  teacher  should  not  hesitate  to  ask  for  impromptu,  short 
w^ork  in   oral   and   written   expression,   as    exclusive   drill 

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and  routine  in  the  use  of  outlines  impedes  fluency  and  leads 
in  time  to  purely  mechanical  writing. 

4.  A  and  B   Classes:  Keview  of  letter  forms  and  envelopes  in 

letters  of  friendship.  Business  forms  for  answers  to  ad- 
vertisements in  Fifth  B  and  simple  business  letters  in 
Fifth  A. 

5.  A  and  B  Classes :    The  headings  and  margins  in  written  pa- 

pers should  be  insisted  upon  in  all  written  work.  See  Third 
Grade  A  syllabus  for  the  forms. 

See  Fourth  Grade  syllabus  for  the  suggested  use  of  the  line 
drawn  between  answers  to  questions  and  problems  in  arith- 
metic. 

II.    TECHNICALITIES  OF  LANGUAGE. 

Fifth  Grade  B. 

1.  Capitals. 

a.  Proper  names  in  Geography  and  History  afford  excellent 

drill  for  review.  ^ 

b.  Eeview  of  titles  and  names  of  Deity. 

2.  Punctuation. 

a.  Eeview  of  all  preceding  grades. 

b.  Comma  to  mark  off  clause  and  phrase  when  out  of  their 

natural  order. 

3.  Abbkeviations. 

a.  Abbreviations  in  Geography  and  Arithmetic. 

b.  P.  S.,  A.  M.,  P.  M.,  M.  D.,  D.  D.,  and  other  common  de- 

grees. 

4.  Pkepakation  for  Dictionaey  Work. 

a.  Eeview  of  accent  marks,  hyphen  and  syllabication  marks. 

b.  Eeview  of  diacritical  marks  of  Fourth  Grade  and  extend- 

ed to  three  or  more  sounds  of  each  vowel. 

c.  Arrangement  in  alphabetical  order  of  familiar  words 

having  unlike  initial  letters. 

144 


FIFTH  GRADE 


Fifth  Grade  A. 

1.  Capitals. 

a.  Review  of  Fifth  B. 

2.  Punctuation. 

a.  Review  of  Fifth  B. 

b.  Comma  in  series  of  words. 

3.  Abbreviations. 

a.  Review  of  Fifth  B. 

b.  U.  S.  A.,  abbreviations  for  States. 

4.  Preparation  for  Dictionary  Work. 

Repeat  work  of  Fifth  B. 

III.    DICTATION  AND  WRITING  FROM  MEMORY. 

A  and  B  Classes :  Dictation  may  be  used  to  furnish  models  in 
simple  and  complex  sentence  structure;  in  the  elaboration 
of  a  paragraph  from  a  topic  sentence  and  the  relation  of 
sentences  to  the  central  topic ;  in  letter-writing ;  in  the  devel- 
opment of  a  written  theme  based  upon  an  outline;  and  in 
the  practice  and  testing  of  the  use  of  technicalities.  New 
and  difficult  words  should  be  placed  on  the  blackboard. 

Dictation  develops  power  of  sustained  attention  and  con- 
centration ;  repetition  of  dictation  destroys  this  power.  Dis- 
tinctness and  clearness  on  the  teacher's  part  are  essential. 
Dictation  serves  a  double  purpose  when  it  is  employed  to 
produce  quiet  in  a  nervous  and  restless  grade.  Pupils  can 
correct  their  own  work  when  the  dictation  is  taken  from 
books  in  the  hands  of  all  pupils,  or  when  placed  on  the  black- 
board. 
.  Poems,  quotations  and  other  selections,  committed  to  mem- 
ory, afford  practice  in  the  use  of  capitals  and  punctuation 
marks  when  written  from  memory. 

IV.    CORRECT  USE. 

(In  course  of  preparation.) 

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Sixth  Grade 

(When  distinctions  are  made  between  the  work  in  the  B 
and  A  Classes  they  are  inchided  in  separate  paragraphs,  head- 
ed by  the  captions — Sixth  B  and  Sixth  A.) 

A.     Sources  of  Thought  Material  — 
Impression 

I.     EXPERIENCES   OF   THE   CHILD'S  LIFE. 
Introduction. 

The  Sixth  Grade  Child  is  not  distinctly  different  from  the 
Fifth.  Individuality  just  awakened  is  growing — slowly  the  chil- 
dren are  realizing  that  they  live  in  a  world  governed  by  laws — 
studying  cause  and  effect  gives  opportunity  for  the  generaliza- 
tion of  these  laws.  Competition  now  is  strong — boys  especially 
are  now  beginning  to  be  interested  in  organizations  among 
themselves.  This  is  the  age  of  friendship  forming. 
1.  Personal. 

A.  Home  Life. 

1.  How   should  a  house  be  planned  to  make  a   good 

home? 

2.  How  should  a  family  be  conducted  to  make  a  good 

family? 

3.  What  is  my  place  in  our  home  ! 

a.  Smaller  children. 

b.  Mother,  etc. 

4.  What  is  my  favorite  way  of  spending  my  vacation? 

a.  Summer. 

b.  Christmas. 

5.  Products  (tea,  etc.)  brought  into  the  home  related  to 

Geography. 

146 


SIXTH    GRADE 


6.  The  relation  of  the  City  to  the  home — plumber — gas 

man — milk  man,  etc.,  related  to  civic  outline. 

7.  How  I  spent  Saturday. 

8.  How  I  spent  Sunday. 

B.  School  Activities. 

1.  Track  meet  at  Armory. 

2.  Rules  governing  a  Boys '  Athletic  Club. 

3.  Rules  governing  a  Girls'  Athletic  Club. 

4.  Who  is  my  friend? 

5.  What  must  I  be  to  be  a  good  friend? 

6.  Description  of  a  favorite  game. 

7.  Of  what  value  is  Arithmetic  (or  any  other  subject) 

to  me? 

8.  My  favorite  character  in  History,  Literature,  etc. 

9.  Plan  a  program  for  Assembly. 

10.  Manual   Training   suggests    valuable    material   for 

language. 

a.  Manufacturing  of  tools,  nails. 

b.  Best  tool  firms — why? 

c.  Costs  of  shop  equipment. 

d.  History  of  development  and  growth  of  manual 

training. 

e.  Why  we  have  Manual  Training  in  school. 

11.  Sewing  gives  equal  opportunity. 

12.  Holiday  celebrations. 

13  What  do  my  tests  mean  to  me? 

14.  A  birthday  of  a  noted 

a.  man. 

b.  woman. 

These  may  be  related  to  literature,  history,  music,  na- 
ture study  (scientists). 

Selected  when  other  outlines  are  ready. 

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C.  Street  Incidents. 

1.  Fire  (See  special  outline). 

2.  The  Story  of  the  Messenger  Boy. 

3.  What  the  police  force  means  to  the  city. 

4.  Street  cars. 

Cost,  making  of — what  good  service  means  to  the  city. 
How  to  get  on  and  off,  etc. 

5.  Why  I  am  (or  should  be)  a  member  of  the  Humane 

Society. 

Special  emphasis  upon  the  horse. 

a.  Bit. 

b.  Docked-tail. 

c.  Sharp  shod. 

d.  Heavy  loads,  etc. 

6.  How  to  treat  frightened  or  ugly  horses. 

7.  What  I  can  see  from  a  window  at  home. 

8.  Describe  a  show  window.    What  did  you  like  about 

iU 

How  could  you  improve  it? 
,9.  The  ambulance. 

How  it  serves  the  city. 

10.  Advantages  and  disadvantages    of    boys  under    14 

years  selling  papers. 

11.  Eules    governing   driving    of    horses,    standing    of 

horses,  autos,  etc. 

(Many  boys  who  go  to  work  start  out  with  driving 

horses). 

D.  Child's  Knowledge  and  Ohservation  of  Nature. 

See  Nature  Study  Outline. 
2.  Social. 

Child's  Environment   and  Relation    to    Society   and  Hu- 
manity. 

Since  at  this  age  pupils  are  having  more  social  experi- 
ence we  can  here  give  work  in  Language  that  will 

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SIXTH  GRADE 


be  the  outgrowth  of  purely  social  experiences. 

1.  Sleighrides. 

2.  Sports  at  parks,  etc. 

3.  Behavior :  What  it  is  to  be  a  gentleman. 

What  it  is  to  be  a  lady,  etc. 

4.  Programs  for  entertaining  either  at  home  or  at 

school. 

5.  Our  duties  to  our  guests. 

6.  Invitations. 

7.  Replies  to  invitations. 

8.  Upon  making  calls  and  returning  them. 

9.  The  theater. 

3.  Industrial. 

Child's  Knowledge  and  Observation  of  Industries — 

a.  See  Manual  Training,  Geography,  Sewing  Outlines. 

b.  Eequirements  for  School  Record  and  Work  Permit; 

health  requirements  for  Work  Permit. 

4.  Civic. 

See  outlines  in  Civics  and  Geography. 

II.     LITERATURE. 

1.  Poetry. 

Sixth  Grade  B. 
Poems  to  be  memorized.     (A  minimum  of  three  each  term.) 
Do  not  use  poems  assigned  to  a  higher  grade. 

My  Native  Land  (Scott) 16-276 

Consider  (Rosetti) 1-138 

The   Daffodils    (Wordsworth) 2-13,  16-79 

The  Flag  Goes  By  (Bennett) 16-324,  40-71 

Hohenlinden  (Campbell) 2-21,  40-163 

Night  Quarters  (Brownell) 16-329 

On  the  Grasshopper  and  the  Cricket  (Keats) 16-114 

The  Charge  of  the  Light  Brigade  (Tennyson)  16-537,  40-174 

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Battle  Hymn  of  the  Republic  (Howe) 16-331 

America  '(Smith) 39-61 

The  Watch  on  the  Rhine   (Schnecken burger) 40-132 

The  Star  Spangled  Banner  (Key) 40-310 

0,  What  is  So  Rare  as  a  Day  in  June  (Lowell) 50-107 

The  Landing  of  the  Pilgrim  Fathers  in  New  England 

(Hemans)    40-38 

Woods  in  Winter   (Longfellow) . 7-10 

March    (Bryant) 39-285 

Work  (Gary) 39-233 

Poems  to  be  read  by  the  children,  or  to  the  children. 
Read  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following: 

Columbus   (Miller) 16-301 

Corrina's  Going  a-Maying  (Herrick) 16-197 

King  Robert  of  Sicily  (Longfellow) 7-267 

For  A'That  and  A'That  (Burns) 2-69,  40-82 

How  They  Brought  the  Good  News  from  Ghent  to  Aix 

(Browning)    40-84 

Paul  Revere 's  Ride  (Longfellow) 7-255 

The  Lighthouse   (Longfellow) 7-131 

The  Bell  of  Atri  (Longfellow) 7-308 

Parts  from  Hiawatha    (Longfellow) 7-140 

Lord  Ullin's  Daughter  (Campbell) 2-211 

The  Sailor's  Wife  (Mickle) ^2-135 

Song  of  Marion 's  Men  (Bryant) 2-99 

Sixth  Grade  A. 

Poems  to  be  memorized.    (A  minimum  of  three  each  term.) 
Do  not  use  poems  assigned  to  a  higher  grade. 

Bugle  Song  (Tennyson) 40-199 

A  Day  of  Sunshine  (Longfellow) 7-249 

The  American  Flag  (Drake) 40-285 

Hail,  Columbia  (Hopkinson) 40-283 

Old  Ironsides  (Holmes) 16-312 

The  Destruction  of  Sennacherib  (Byron) .16-548 

Home  They  Brought  Her  Warrior  Dead  (Tennyson) .  .2-27 
Ye  Mariners  of  England   (Campbell) 2-163 

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SIXTH   GRADE 


Abou-Ben-Adliem    (Hunt) ' 40-73 

Woodman,  Spare  That  Tree   (Morris) 40-61 

The  Northern  Seas   (Howitt) 16-226 

The  Cavalier    (Scott) 3-230 

Poems  to  be  read  by  the  children,  or  to  the  children. 
Read  and  interpret  all  poems  in  the  list  to  be  memorized 
and  as  many  as  possible  of  the  following: 

The  Burial  of  Moses  (Alexander) 16-504 

The  Legend  Beautiful  (Longfellow) 7-326 

Minnows   (Keats) .16-45 

To  the  Grasshopper  and  the  Cricket  (Hunt) 16-115 

Ruth   (Hood) 40-104 

Lady  Clare   (Tennyson) 40-92 

The  Builders   (Longfellow) 7-134 

The  Wreck  of  the  Hesperus  (Longfellow) 7-17 

King  Solomon  and  the  Ants  (Whittier) 52-120 

The  Ship  of  State  (Longfellow) 7-129 

Ladder  of  St.  Augustine   (Longfellow) 7-230 

The  Boy  and  the  Angel  (Browning) 2-118 

The  Stars  (Proctor) 2-101 

2.  Prose. 

Stories  and  Literature  Selections. 

Sixth  Grade  A  and  B  (a  choice  of  one  long  or  two  or 
more  short  literature  selections  each  term). 
Do  not  use  selections  assigned  to  a  higher  grade.  The  se- 
lections for  which  no  reference  to  the  English  Library  is 
made  are  long  stories  which  should  be  read  by  the  class 
from  sets  of  books.  The  shorter  ones  are  for  reproduction 
and  conversation  exercises. 
For  others,  see  lower  grades. 

Beginning  Life  in  Philadelphia  (Franklin) 37-249 

The  Four  Clever  Brothers 35-64 

Hans  in  Luck 35-69 

The  Image  and  the  Treasure 53-43 

The  Monk  and  the  Bird 53-78 

Stories  of  American  Statesmen 
The  Rose  and  the  Ring  (Thackeray) 

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The  Forsaken  Merman  (Matthew  Arnold) 

Undine  (Fouque) 

Baby  Bell  and  the  Little  Violinist  (T.  B.  Aldrich) 

William  Tell  (Schiller) 

The  Little  Lame  Prince  (Martineau) 

The  Great  Stone  Face  (Hawthorne) 

Eip  Van  Winkle  (Irving) 

Robin  Hood 

Stories  from  Chancer 

Stories  from  Spenser 

Stories  from  the  Sketch  Book  (Irving) 

Birds  and  Bees  (Burroughs) 

King  of  the  Golden  River  (Raskin) 

Snow  Image  (Hawthorne) 

Daffy-Down-Dilly  (Hawthorne) 

Wonder  Book  (Hawthorne) 

Horatius  at  the  Bridge  (Macaulay) 

The  Coming  of  Arthur  (Tennyson) 

3.  Grade  Libraries. 

The  development  of  a  taste  for  good  literature  and  the 
foundation  of  the  habit  of  reading  are  conditioned 
upon  continued  and  persistent  efforts  toward  these 
ends  through  the  grades. 

The  books  of  the  grade  library  and  lists  of  books  suitable 
for  Sixth  Grade  pupils  should  be  kept  in  the  focus  of 
the  pupils'  attention.  Many  homes  will  appreciate 
the  teachers 's  recommendations  of  suitable  books  for 
presents  to  the  children. 

Personal  ownership  of  a  few  books  at  this  age  in  the  pupils' 
lives  kindles  the  desire  to  possess  more.  A  reading 
habit  and  a  nucleus  of  a  personal  library  established 
during  the  years  of  elementary  school,  give  positive 
assurance  of  a  growing  library,  and,  consequently,  the 
self -culture  of  its  owner  after  leaving  the  school  influ- 
ence. 

152 


SIXTH   GRADE 


The  personal  interest  of  the  teacher  in  the  pupils'  reading 
will  be  in  many  instances  the  determining  factor  in  che- 
ating the  habit  of  good  reading.  The  teacher's  highest 
contribution  toward  the  training  of  her  pupils  will  be 
the  wise  direction  of  their  reading  into  the  channels 
of  good  literature. 

The  teacher  who  brings  this  influence  into  the  lives  of  her 
pupils  will  be  gratefully  remembered  by  them  in  later 
years. 

Frequently  a  language  period  should  be  set  aside  in  which 
pupils  may  talk  informally  and  freely  concerning  the 
books  they  have  read.  They  may  relate  portions  of  the 
plot,  the  scene  of  the  book,  the  age  of  which  it  treats, 
its  main  characters,  whether  it  is  historical,  fiction,  bi- 
ography, travel,  etc.  Outside  reading  furnishes  an  in- 
exhaustible source  of  material  for  oral  and  written  ex- 
pression. 

In  all  instances  pupils  should  give  the  author,  that  in  time 
they  may  have  a  feeling  of  personal  friendship  and  at- 
tachment for  favorite  authors: 

III.    PICTURES. 

Picture  study  should  correlate  with  other  outlines  at  hand. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

As  a  source  of  thought  material  for  language  purposes  the 
thought-producing  studies  now  become  surplus  riches.  History, 
geography,  nature  study  and  other  subjects  in  this  grade  are  such 
broad  and  many  sided  subjects  that  great  freedom  of  choice 
among  innumerable  and  attractive  topics  is  offered.  All  kinds  of 
topics  in  narration,  description,  exposition  and  even  argument 
are  given  in  profusion. 

Topics  selected  from  these  sources  are  natural  and  easy  cen- 
ters of  thought.    The  content  is  clear ;  ideas  come  readily  to  the 

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pupiPs  mind;  and  some  of  the  language  difficulties  have  already 
been  overcome.  The  language  lesson  has  its  own  special  require- 
ments to  meet.  Removing  any  unnecessary  difficulties  as  to 
thought  content  leaves  the  mind  free  to  struggle  more  effectively 
with  the  special  difficulties  in  the  form  of  expression. 

Employing  material  already  developed  is  a  double  economy ; 
it  supplies  material  for  expression  ready  at  hand  and  enriches 
the  other  subjects.  Topics  selected  from  these  sources  should 
be  elaborated  and  specifically  assigned  to  add  the  fresh  interest 
essential  to  good  expression. 

(For  suggestions  as  to  the  use  of  this  material,  see  ''Con- 
versation and  Recitation ''  of  this  grade.) 

B.     Reactions  from  Thought  Material — 
Expression 

Introduction. 

The  child's  development  is  a  continuous  development — en- 
larging rapidly  at  times,  but  never  so  rapidly  as  to  break  the 
continuity,  hence  the  necessity  of  continuing  the  work  of  former 
grades  as  welbas  meeting  the  sfjecific  requirements  of  this  grade. 

By  the  end  of  their  sixth  school  year  pupils  should  have 
well-established  habits  in  the  matter  of  form  and  arrangement, 
in  the  use  of  sentences  and  the  paragraph,  in  elementary  punctu- 
ation and  capitalization  and  in  other  mechanical  elements  of  ex- 
pression. They  have  been  trained  in  the  use  of  the  cooperative 
outline  and  have  learned,  in  some  degree,  the  habit  of  orderli- 
ness in  their  work.  Their  power  of  self-helpfulness  has  been  in- 
creased through  personal  investigation  of  subject  matter  and 
the  habit  of  criticizing  their  own  written  work  before  sub- 
mitting it. 

Familiarity  with  the  mechanics  of  expression  and  self-confi- 
dence in  their  use  pave  the  way  for  a  new  tide  of  spontaneity, 
becoming  evident  in  the  Fifth  Grade  and  reaching  its  height  in 
the  Sixth  Grade  or  early  Seventh — before  the  age  of  self-con- 
sciousness coincident  with  the  adolescent  period  is  reached.  Ex- 
pression both  oral  and  written  should  now  exhibit  a  growth  in 
fluency. 

154 


SIXTH   GRADE 


But  it  is  equally  important  that  the  steady  drill  of  the  Fifth 
Grade  upon  the  mechanics  of  expression  should  be  continued. 
Otherwise  the  gain  made  will  be  lost  and  cannot  be  carried  over 
into  the  Seventh  and  Eighth  Grades. 

I  and  II.     EXPRESSION  THROUGH  COLOR  AND 
DRAMATIZATION. 

III.     ORAL  EXPRESSION. 

1.  CoNVEESATiON  AND  Recitation  :  Rcactious  from  "  A  "  I  and  IV. 

Outline. 

1.  Conversation  continued  in  upper  grades  for  two  pur- 

poses. 

a.  Oral  preparation  for  more  sustained  efforts  in  oral 

invention. 

b.  Emphasis  upon  relation  of  expression  in  other  reci- 

tations to  expression  work  in  language. 

2.  Conversation  includes  questions  and  answers,  investiga- 

tions of  topics,  reports  and  discussions. 

3.  Development  of  topics  by  pupils.    A  suggested  plan  for 

the  successive  steps  from  preliminary  conversation  to 
final  written  invention. 

4.  Elaboration  of  topics  from  other  studies. 

5.  Beginning  of  reference  studies. 

6.  The  teacher — the  passive  agency;  the  printed  page  in 

the  hands  of  pupils — the  active  agency. 

7.  Definite  assignments  to  individual  pupils  or  groups  for 

investigation  or  reference  study. 

8.  Habit  of  good  expression  continues  through  all  recita- 

tions. 

9.  Corrections  incidental,  or  reserved  for  language  period. 

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Syllabus, 

1.  Conversation  is  continued  in  the  upper  grades  for  two 

purposes. 

a.  It  affords   oral  preparation  of  subject-matter  for 

the  longer  and  more  sustained  efforts  in  oral  in- 
vention. 

Conversation  contributes  to  oral  invention;  and 
both,  in  turn,  furnish  material  as  the  basis  of  work 
in  written  invention. 

b.  The  sub-division  ^^Conversation"  in  the  course  of 

study  is  now  changed  to  *  ^  Conversation  and  Reci- 
tation'^  to  emphasize  the  natural  relation  of  ex- 
pression in  other  recitations  to  expression  work  in 
language.  The  recitation  periods  of  other  subjects 
should  now  be  formally  included  with  language 
work. 

2.  A  topic  is  not  now  selected  with  the  sole  aim  of  a  conver- 

sation lesson.  When  subject-matter  requires  prepara- 
tion for  oral  or  written  invention,  the  preparation  will 
partake  of  the  nature  of  conversation,  question  and  an- 
swer, investigation  by  the  pupils,  report  of  the  investi- 
gation, and  a  class  discussion  of  the  report,  all  of 
which  properly  belongs  to  this  section  of  oral  expres- 
sion. 

3.  Whether  the  topic  selected  is  from  the  experience  of  the 

pupils  or  from  the  subject-matter  of  other  school  stu- 
dies, pupils  should  be  required  to  investigate  the  topic 
for  themselves;  their  present  information  forms  a 
foundation  upon  which  to  build. 

a.  The  topic  should  be  talked  over  in  class  to  bring 

forth  the  pupils'  contributions  to  its  development, 
to  show  them  that  they  already  know  something  of 
the  subject  and  to  arouse  a  desire  to  know  more. 

b.  Then  the  investigation  will  throw  more  light  upon 

the  topic. 

c.  A  lively  oral   discussion  will  be  stimulated  which 

adds  much  to  interest  and  clearness. 

156 


SIXTH   GRADE 


d.  New  ideas  have  thus  been  gathered.     The  material 

has  been  arranged  and  the  topic  is  developed — 
ready  for  use  in  the  longer  effort  in  oral  invention' 

e.  Finally  there  comes  an  eagerness  to  write  about  the 

topic  because  the  pupils  have  made  the  delightful 
discovery  that  a  good  deal  might  be  written. 

4.  In  dealing  with  topics  from  other  subjects  of  the  course 

of  study,  it  will  usually  be  necessary  to  extend  the  topic 
beyond  the  development  in  the  other  lesson.  This  as- 
sures that  interest  is  maintained.  The  topic  should  be 
definitely  limited,  e.  g.,  pupils  may  be  required  to  gather 
together  by  investigation  facts  and  items  of  interest  re- 
garding some  one  city,  one  river,  one  production,  one 
historical  event,  one  historical  character  or  one  epoch 
of  history,  etc. 

5.  In  History  and  Geography  there  should  now  be  the  begin- 

nings of  reference  studies — the  more  formal  and  valu- 
able form  of  personal  investigation.  The  reports  of  the 
pupils'  reading  mil  furnish  good  expression  exercises. 
Reference  work  gives  genuineness  to  both  History  and 
Geography. 

6.  The  teacher  should  become  more  and  more  the  passive 

agency  in  school  work  as  the  grades  advance;  the 
subject  of  study,  particularly  the  printed  page,  should 
become  the  active  agency  in  the  hands  of  the  pupils. 

7.  The  teacher  will  find  it  wise  to  assign  definite  items  for 

reference  study  or  investigation  to  each  pupil.  Assign- 
ments in  general  to  the  whole  class  will  bring  results 
from  only  part  of  the  pupils.  Assignment  of  different 
items  to  individual  pupils,  or  separate  groups  of  pupils, 
secures  the  co-operation  of  all  the  class. 

8.  The   practice    of    good   expression   must   be    sustained 

through  all  recitations,  if  it  is  ultimately  to  become 
fixed  as  a  habit!  What  has  been  gained  in  the  language 
lesson  is  sure  to  be  lost  unless  the  effort  is  continuous 
through  all  recitations.    Pupils  should  learn  that  dur- 

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ing  the  entire  school  day  their  statements  should  be 
clear-cut,  complete  and  definite.  The  teacher  should 
seldom  supply  part  of  the  pupil's  answer  or  statement. 
9.  Corrections  of  violations  of  good  English  in  other  reci- 
tations should  be  incidental,  or  reserved  for  notice  in 
the  English  period,  to  prevent  interruption  in  the  con- 
tinuity of  thought  and  development. 

2.  Oral  Eeproduction  :  Eeactions  from  ^^A"  II.  and  IV. 

Outline. 

1.  Stories  gradually  replaced  by  selections  from  literature. 

Both  used  in  Sixth  Grade. 

2.  Topics  from  readers  and  other  subjects  of  the  grade. 

3.  Successive  steps  in  oral  reproduction. 

4.  Co-operative  outlines  in  longer  reproductions. 

5.  Independent  reproductions  from  outlines. 

6.  Pupils'  criticism  of  one  another's  reproductions. 

7.  Appropriating  words  and  phrases    of    the    original — a 

caution. 

8.  Short  reproductions  from  one  reading  for  concentration. 

9.  Description  should  exceed  narration;  some  exposition. 
10.  Reproduction  should  decrease  in  proportion  as  invention 

increases  through  upper  grades. 

Syllabus, 

1.  As  the  pupils'  minds  are  more  and  more  freed  from  me- 
chanical difficulties,  through  the  steady  drill  of  the 
Fourth,  Fifth  and  Sixth  grades,  the  emotional  side  of 
literature  makes  a  stronger  appeal  to  them  as  a  basis  of 
work  in  oral  and  written  expression.  Hence  the  exclu- 
sive use  of  stories  of  former  grades  is  replaced  by  a 
gradually  increasing  proportion  of  longer  selections 
from  literature.  Stories  with  clear,  definite  plots  or 
clear  character  portrayal  should  continue  to  be  used; 
but  with  these  there  should  also  be  given  longer  selec- 
tions from  literature.     (See  ^^A"  II.) 

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SIXTH   GRADE 


2.  Another  source  of  material  for  oral  reproduction  is  to  be 

found  in  the  Readers  of  the  grade.  When  topics  are 
selected  from  other  subjects  of  the  course  of  study 
but  not  elaborated  in  the  language  lesson,  they  also 
become  lessons  in  oral  and  written  reproduction  rather 
than  inventive  expression. 

3.  Before  an  oral  reproduction  is  called  for  the  story  or 

selection  may  be  told  or  read  in  one  lesson,  repeated 
or  discussed  in  another,  and  reproduced  in  a  third  les- 
son by  several  pupils  and  finally  by  one  pupil,  if  not  too 
long.  The  reproduction  may  be  repeated  at  a  subse- 
quent lesson  when  greater  proficiency  in  the  use  of 
language  may  be  insisted  upon,  as  the  content  is  then 
perfectly  familiar. 

4.  In  the  longer  reproductions  closer  attention  should  be 

given  to  the  logical  arrangement  of  the  material  in  the 
story  or  selection  of  literature  to  be  reproduced.  Co- 
operative outlines  will  aid  the  pupils  to  grasp  the 
thought  as  a  whole  and  to  reproduce  its  parts  in  logical 
order. 

Reading  lessons,  stories  or  selections  from  literature, 
may  be  studied  to  get  the  main  thought  or  topic  sen- 
tence of  each  jjaragraph.  Finding  such  topic  sentences 
(with  sub-topics  added)  gives  pupils  an  opportunity  to 
co-operate  in  the  making  of  the  outline. 

5.  Pupils  should  reproduce  independently  with  the  aid  of 

their  outlines  and  without  the  interruptions  of  the 
teacher's  questions.  Dependence  upon  the  teacher  in 
reproduction  should  be  wholly  discouraged.  Later  in 
this  grade  and  in  the  Seventh  and  Eighth  the  outline 
'  should  no  longer  be  co-operative,  but  left  to  the  inde- 
pendent development  of  the  pupils. 

6.  Pupils  should  not  be  wholly  dependent  upon  the  teacher 

for  suggestive  criticism.  They  should  in  oral  reproduc- 
tion criticize  one  another's  reproductions  and  offer 
suggestions  for  improvement. 

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7.  Their  growth  in  vocabulary,  power  of  expression  and 

correct  use  is  still  dependent  upon  the  imitation  of 
good  models.  The  most  potent  factor  in  this  imitation 
is  the  living  model  of  the  teacher's  expression.  Pupils 
should,  therefore,  continue  to  appropriate  the  words 
and  forms  of  expression  of  the  original  story  or  selec- 
tion. A  caution  must  be  observed  in  this  imitation. 
Whole  sentences  and  paragraphs  should  not  be  appro- 
priated, as  thereby  the  pupils  may  be  brought  to  a  state 
of  helplessness  in  self-expression. 

8.  To  train  pupils  to  close  attention  and  concentration  short 

stories  should  occasionally  be  read  once,  and  only  once, 
and  the  pupils  required  to  reproduce  them  orally. 

9.  Eeproduction  affords  scope  for  narration  of  plot  and 

description  of  scene,  character  and  life  of  characters 
in  story  or  literary  selection.  Narration  and  descrip- 
tion should  be  distinguished;  and  pupils  should  con- 
sciously reproduce  for  one  or  the  other.  Description 
should  be  in  greater  proportion  than  narration.  Some 
simple  work  in  exposition  may  be  given  where  the  re- 
production permits. 

10.  Eeproduction  should  decrease  in  amount  as  the  grades 
advance  and  inventive  expression  increase ;  both  forms 
should  be  continued  throughout  the  elementary  school, 
reproduction  gradually  giving  place  in  proportion  to 
the  higher  forms  of  expression — oral  and  written  in- 
ventive expression. 

o    r\        T  (  Eeactions  from  ^^A*'  I,  III  and  IV. 

3.  Oral  Invention:    <  -d      ia.    'j.    x^  r^  ^• 

I  Eesultant  of  Conversation. 

O'litline. 

1.  Eelation  of  conversation,  oral  invention  and  written  in- 
vention. 

y  2.  Some  topics  chosen  not  previously  worked  over. 

3.  Eeview  of  well-prepared  topics  basis  of  sustained  oral 
expression  in  presence  of  others. 

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SIXTH    GRADE 


4.  Eesults  crude  and  unsatisfactory — tliese  are  preliminary 

to  ultimate  power. 

5.  Self-possession — self-poise — self-respect — are  issues   of 

this  training. 

6.  Plans  for  oral  invention. 

a.  Original  stories. 

b.  Filling-in  of  stories. 

c.  Adding  plot  or  scene  to  story  reproduced. 

d.  Elaboration  of  topic  sentences. 

e.  Pictures. 

f.  Mental  pictures  from  suggestive  phrases. 

g.  Amplification  of  proverbs,  fable  or  newspaper  head- 

ing, 
h.  Elaboration  of  topic  from  History,  Geography,  Na- 
ture Study,  etc. 

7.  Eeference  to  Fifth  Grade  syllabus  for  treatment  of  top- 

ics, known,  partly  known  and  unknown — caution  against 
superficiality. 

8.  Pupils'  widening  lives  find  greater  spontaneity  in  in- 

ventive expression. 

Syllabus. 

1.  The  work  in  development  of  subject-matter  in  the  con- 

versation and  recitation  sections  of  this  syllabus  con- 
tributes directly  to  the  more  sustained  effort  of  oral 
invention.  Ideas  have  been  gathered  by  conversation, 
investigation,  report  and  discussion  and  it  remains  in 
oral  invention  to  arrange  this  material,  ready  at  hand, 
into  a  co-operative  outline  from  which  pupils  give  oral- 
ly a  connected  and  continued  treatment  of  the  topic 
under  discussion.  This  oral  practice  in  inventive  or 
original  expression  becomes  the  basis  for  a  later  lesson 
in  written  invention. 

2.  Topics  selected  for  oral  inventive  work  not  previously 

worked  out  in  a  conversation  period  should  be  used  for 
short  efforts  in  oral  expression,  usually  to  be  inter- 

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rupted  by  the  teacher's  suggestions  or  by  the  pupils' 
criticism  of  each  other.    Outlines  should  be  omitted. 

3.  Eeview  of  well-prepared  topics  is  best  adapted  to  the 

longer  and  more  sustained  efforts  in  oral  self-expres- 
sion in  the  presence  of  others.  The  co-operative  out- 
line is  essential  to  furnish  the  aid  and  guidance  the  pu- 
pil requires.  Hesitation  and  stumbling  are  not  as  liable 
to  result  when  the  pupils  are  perfectly  familiar  with 
their  topics.  Training  in  speaking  freely  and  forcibly 
before  others  will  in  time  banish  the  nervous  fear 
which  impedes  many  in  any  effort  of  self-expression 
before  an  audience  large  or  small. 

4.  The  results  will  be  crude  in  the  Sixth  Grade  and  unsatis- 

factory to  the  mature  judgment  of  the  teacher,  but  the 
attempt  assures  a  beginning  toward  an  ultimate  com- 
mand of  a  composed,  pleasing  and  forcible  manner  of 
speaking.  Frequently  where  this  ability  is  lacking,  it 
is  due  to  the  fact  that  these  first  efforts  were  not  en- 
couraged because  of  their  crudeness  and  immaturity. 

5.  Self-possession,  self -poise,  and  self-respect  are  results  of 

this  training  which  are  beyond  question  worthy  of 
every  effort  made  and  all  the  time  spent  in  the  work  of 
oral  invention.  Pupils  should  be  taught  to  stand  before 
the  class,  erect  in  bearing,  to  speak  clearly  and  freely 
and  to  develop  their  topic  in  accordance  with  the  co- 
operative outline.  If  some  degree  of  confidence  in  oral 
inventive  expression  is  established  before  the  self-con- 
scious age  of  adolescence,  pupils  will  be  carried  over 
this  inhibitive  period. 

6.  The  following  devices  will  be  found  helpful : 

a.  Original  stories  wholly  invented  by  the  pupils,  if 

they  show  the  power  to  do  this. 

b.  Original  stories  based  upon  filling-in  of  one  or  more 

introductory  paragraphs  read  by  the  teacher. 

c.  When  a  story  has  been  reproduced  pupils  add  some- 

thing of  their  own  invention  as  dialogue,  additional 
scenes  or  amplification  of  plot. 

162 


I 


SIXTH  GRADE 


d.  Expanding  a  topic  sentence  into  one  paragraph,  e.  g., 

To  have  done  the  right  thing  was  a  great  comfort 
to  him.  This  topic  sentence  will  suggest  an  inci- 
dent and  may  be  expanded  into  a  paragraph. 

e.  Pictures  translated  into  a  language  story.  v 

f .  Mental  pictures  synthetically  produced  by  suggestive 

words  and  phrases,  e.  g.,  the  teacher  may  write  up- 
on the  blackboard  the  following,  the  children  tell 
the  story  suggested  and  give  their  mental  picture  a 
name :  A  winding  river — tree  covered  river  banks — 
wide  stream — boats  of  pleasure — ^vessels  of  com- 
merce— ^wharfs  along  the  river  banks — the  river's 
value  to  the  community. 

g.  Amplification  may  also  take  the  form  of  enlarging 

upon  a  proverb,  a  fable  or  a  newspaper  heading. 

h.  The  elaboration  of  a  topic  chosen  from  the  Geogra- 
phy, History,  Nature  Study  or  other  subjects  of  the 
course  of  study. 

7.  Teachers  are  referred  to  the  Fifth  Grade  Teacher's  Syl- 

labus for  the  treatment  of  the  three  classes  of  topics — 
known,  partly  known  and  unknown,  and  the  caution 
against  superficiality. 

8.  As  pupils  advance  through  the  grades  personality  ex- 

pands and  contact  with  the  world  about  them  widens 
their  experience;  their  consciousness  of  growth  of 
power  in  self-expression  develops  with  their  lives. 
Hence  greater  spontaneity  and  freedom  of  expression 
are  to  be  found  in  inventive  expression  than  in  repro- 
duction. Inventive  expression  affords  the  outlet  for 
new  impressions. 

ly.    WRITTEN  EXPEESSION. 

The  power  of  children  to  comprehend  and  to  express  them- 
selves orally  should,  and  always  will,  exceed  their  power  to  ex- 
press themselves  in  writing.  At  all  stages  of  their  advancement 

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their  ability  in  oral  expression  should  always  be  in  advance  of 
their  ability  in  written  expression.  The  development  of  lan- 
guage power  is  more  rapid  throug*h  oral  expression.  Hence, 
even  in  the  Sixth  Grade,  it  should  exceed  in  proportion  the 
amount  of  work  attempted  in  written  expression.  The  propor- 
tion should  be  at  least  two-thirds  oral  work  to  one-third  written. 
Oral  expression  will  be  part  of  each  day's  program  in  lan- 
guage and  other  subjects.  Written  expression  should  be  re- 
stricted to  comparatively  shorter  portions  of  the  periods  and  " 
should  be  called  for  when  oral  work  has  prepared  the  way  for 
written  expression. 

^    T\T  -D  \  Reactions  from  ^^ A"  II  and  IV. 

1 .  Written  Reproduction  :    <  -r^      u.     i.    £  r^    i  -o         j^- 

(  Resultant  of  Oral  Reproduction. 

Outline, 

1.  Independent  paragraphing  required. 

2.  Relation  of  sentences  in  a  paragraph;  the  topic  sentence 

and  the  relation  of  paragraphs  studied  by  observation. 

3.  Use  well-written  paper  as  class  standard;  pupils'  prac- 

tice and  established  ideals  do  not  necessarily  conform. 

4.  Need  of  persistent  instruction  and  practice.     Tasks  as- 

signed to  meet  growing  power  of  pupils. 

5.  Cooperative  outlines;   pupils   take   greater   share;    out- 

lines omitted  in  short  reproductions. 

6.  General  plan  for  written  reproduction. 

7.  Sources  of  written  reproduction.     Limited  number  of 

oral  reproductions  given  for  written  w^ork. 

8.  Reproductions  divided  in  parts  among  pupils;  frequent 
writing  in  short  reproductions. 

9.  One  complete  reproduction  every  four  or  five  weeks. 

10.  Pupils'  habit  of  correcting  their  own  papers  before  sub- 

mitting them  should  be  rigidly  maintained. 

11.  One  period  a  week  given  to  individual  help  as  pupils 

write. 

12.  A  special  aim  in  language  forms  fixed  for  each  lesson. 

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SIXTH  GRADE 


13.  Exercises  in  sentence  structure. 

14.  Establishing  a  class  room  standard. 

Syllabus, 

1.  Independent   paragraphing   should   be    required   of   all 

pupils  in  every  written  paper. 

2.  The  proper  relation  of  sentences  in  a  paragraph  to  the 

leading  thought,  the  use  of  the  topic  sentence  which  con- 
tains the  leading  thought  and  the  proper  relation  of 
paragraphs  to  each  other  should  be  studied  by  observa- 
tion of  model  paragraphs  in  readers,  grade  library 
books,  supplementary  books,  selections  of  literature, 
etc. 

The  written  papers  of  the  pupils  should  also  be  fre- 
quently reviewed  for  the  purpose  of  giving  attention  to 
the  relation  of  sentences  and  paragraphs  *  and  to  the 
use,  in  some  degree,  of  the  topic  sentence. 

3.  Occasionally  a  written  paper  which  has  approximated 

the  realization  of  these  three  essentials  of  good  ar- 
rangement should  be  set  before  the  class  as  a  standard. 
Pupils  of  the  Sixth  Grade  may  not  uniformly  adhere 
to  the  proper  relation  of  sentences  and  paragraphs  and 
of  topic  sentences;  but  the  ideal  should  always  be 
placed  before  them  that  they  may  know  the  standards 
to  which  good  literature  conforms. 

4.  Eealization  of  the  ideal  will  not  come  b^  chance,  but 

through  instruction  by  the  teacher  and  continued  prac- 
tice by  the  pupils.  Neither  teacher  nor  class  should  be 
entirely  disheartened  because  the  instruction  and  prac- 
tice must  be  persistently  repeated.  As  tlie  pupils  grow 
older  their  power  of  expression  and  their  compre- 
hension increase  and  the  tasks  given  them  should  com- 
mand their  full  strength  and  therefore  their  respect. 

5.  The  co-operative  outline  will  be  the  pupils'  guide  in  the 

relation  of  paragraphs  to  each  other.  In  the  making 
of  this  outline  pupils  should  be  urged  to  contribute 
what  they  can  to  the  arrangement  of  main  topics  and 

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sub-topics.  When  the  order  of  topic  and  sub-topic  is 
too  involved  to  be  seen  clearly  the  teacher  should  make 
the  outline  for  the  class.  In  this  grade,  however,  the 
first  step  should  be  taken  toward  making  the  pupils  self- 
helpful  in  outlining,  gradually  preparing  them  for  the 
requirement  of  the  Seventh  Grade  for  independent  out- 
lines. In  short  reproductions  the  outline  should  be 
omitted,  if  for  no  other  reason  than  to  show  that  it 
is  a  mechanical  device  not  wholly  indispensable. 

6.  Written  reproductions  should  be  based  upon  previous 

oral  reproductions  carefully  worked  out  until  perfect- 
ly familiar;  a  co-operative  outline  used  in  the  oral  re- 
production should  be  followed  in  the  written  exercise 
as  the  pupils '  guide  in  arrangement.  New  and  difficult 
words  may  be  placed  upon  the  blackboard.  The  words 
and  phrases  of  the  original  may  be  appropriated;  but 
the  caution  against  wholesale  appropriation  of  sen- 
tences (see  oral  reproduction)  should  be  observed. 

7.  The  sources  of  reproduction  have  been  referred  to  in 

oral  reproduction  as  stories,  selections  from  literature, 
topics  from  Geography  and  History  and  other  subject- 
matter  of  the  grade.  A  few  only  of  the  oral  reproduc- 
tions should  be  undertaken  in  written  reproduction. 

8.  The  written  reproduction  may  be  distributed  in  parts 

among  several  groups  of  pupils.  The  frequent  writing 
of  good,  clear-cut  sentences  is  of  comparatively  more 
importance  than  the  longer,  more  formal  and  complete 
reproduction  which  requires  continued  effort  over  sev- 
eral days.  Short  reproductions  which  can  be  complet- 
ed in  one  period  will  serve  the  purpose  of  affording 
practice  in  writing. 

9.  One  complete  reproduction  continued  over  several  pe- 

riods should  be  undertaken  every  four  or  five  weeks. 
After  this  sustained  effort  recognition  should  be  given 
to  the  best  reproductions  by  having  them  read  in 
the  class.  The  class  should  have  the  satisfaction  and 
pleasure  which  come  from  an  achievement  carefully 
planned. 

166 


SIXTH  GRADE 


10.  Pupils  should  be  held  tp  the  habit  of  looking  over  their 

own  pages  before  handing  them  in.  This  power  of  self- 
help  will  in  time  become  a  boon  to  the  pupils  in  the 
pleasure  they  take  in  doing  things  for  themselves,  and 
a  boon  to  the  teacher  in  relieving  her  of  work  which 
can  and  should  be  done  by  the  pupils. 

11.  In  developing  this  power  it  may  be  necessary  to  devote 

at  least  one  period  a  week  to  giving  pupils  individual 
criticism  as  they  write.  The  teacher  may  pass  among 
the  class,  quickly  noting  and  correcting  errors  and  us- 
ing the  blackboard  to  show  correct  form;  corrections 
offered  in  the  process  of  writing  may  concern  appear- 
ance of  pages,  paragraphing,  sentence  structure,  punc- 
tuation, spelling,  the  w^rong  use  of  words,  etc.  A  cor- 
'  rection  offered  in  this  way  is  usually  more  effective  than 
the  formal  criticism  passed  upon  a  paper  after  it  is 
written.  Pupils  should  be  required  to  help  themselves 
as  far  as  possible. 

12.  It  will  also  be  profitable  to  have  a  special  aim  in  each 

lesson — correct  paragraphing,  relation  of  sentences  in 
paragraphs,  sentence  structure,  correct  usage  of  words, 
punctuation,  etc.  One  essential  aim  will  be  the  correc- 
tion of  some  common  error  in  a  former  lesson. 

13.  The  period  devoted  to  co-operative  correction  of  errors 

may  be  varied  by  giving  exercises  in  transforming,  com- 
bining, condensing  and  otherwise  varying  the  pupils' 
sentences  in  order  to  express  more  exactly  or  more 
tersely  what  they  have  to  say.  A  period  thus  devoted 
to  improving  poor  samples  of  sentences  which  pupils 
have  written  will  develop  in  them  a  consciousness  of 
good  sentence  structure. 

14.  The  teacher  should  work  toward  fixing  a  class  room 

standard  in  written  expression  which  must  be  high 
enough  to  inspire  pupils  to  their  best  efforts.  Continu- 
ous care  in  the  sympathetic  correction  of  common  and 
frequent  violations  of  good  English  will  be  far  more 

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effective  than  a  standard  of  excellence  impossible  of 
attainment. 

^j  T  (  Reactions  from  ^'A"  I,  III  and  IV. 

Weitten  Invention  :  ^   ^       -,.      ,     n  r\     i  t         x- 

(  Resultant  of  Oral  Invention. 

Outline. 

1.  Relatinsr  written  invention  with  conversation  and  oral 

invention  bridges  over  the  gap  between  oral  and  writ- 
ten expression. 

2.  Proportion  of  written  invention  should  exceed  written 
reproduction. 

3.  Reference  to  syllabus  in  oral  invention  for  material  and 

plans. 

4.  Teacher  writing  with  class  to  create  a  common  bond  in 

the  same  effort. 

5.  Pupil's   originality  conditioned  on  his  own  view-point; 

teacher's  judgment  kept  in  background. 

6.  Daily  practice  in  short  papers. 

7.  Choosing  the  right  time  for  original  w^riting. 

8.  Daily  practice  to  follow  oral  development  of  topic  on 

same  or  succeeding  day. 

9.  Daily  practice  on  sub-topics  of  a  subject  continued  over 

several  days ;  this  develops  the  habit  of  giving  time  and 
thouglit  to  continuous  work. 

10.  A  long,  formal  paper  every  four  or  five  weeks  based  upon 

topics  used  in  daily  practice. 

11.  Impromptu  writing  upon  familiar  topics  not  previously 

developed. 

12.  Pupil's  habit  of  self-help  in  criticizing  papers  enforced. 

13.  Special  aim  in  correct  form  for  each  lesson. 

14.  Rough  drafts  and  completed  papers  of  each  pupil  kept 

on  file  to  show  progress. 

Syllahus. 
1.  Assignments   for  written  invention  should  be   selected 
from  topics  previously  developed  in  the  conversation 

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SIXTH  GRADE 


and  oral  invention  lessons.  Facts  have  been  told  and 
retold  and  the  telling  criticized  by  various  members  of 
the  class;  the  pupils  are  asked  to  tell  on  paper  some- 
thing which  they  know  too  well  to  forget  and  in  which 
they  are  too  much  interested  to  be  daunted  by  the  me- 
chanical difficulties  of  written  expression;  such  a  pro- 
cess bridges  over  the  formidable  gap  between  oral  and 
written  speech  making  the  latter  distinctly  easier  and 
more  natural.  Only  a  portion  of  the  oral  work  should 
be  chosen  for  a  permanent  record  in  writing. 

2.  As  the  pupils  advance  through  the  grades  they  should 

invent  more  and  reproduce  less.  The  proportion  be- 
tween written  reproduction  and  written  invention 
should  now  be  in  favor  of  the  latter.  This  proportion 
is  conditioned  upon  the  pupils'  proficiency  and  in- 
terest in  inventive  self-expression  and  should  be  deter- 
mined by  the  teacher's  judgment.  A  greater  propor- 
tion of  original  writing  will  be  in  most  cases  the  pupils ' 
own  choice. 

3.  The  range  of  topics,  the  sources  of  material  and  plans 

for  inventive  expression  have  been  given  under  oral  in- 
vention, to  which  teachers  are  referred. 

4.  Teachers  will  stimulate  their  pupils  by  writing  with  the 

class  on  the  subjects  assigned.  A  bond  of  sympathy 
in  the  same  effort  made  by  teacher  and  pupils  will  be 
established,  which  will  encourage  the  pupils,  increase 
the  teacher's  own  power  and  give  a  point  of  view  com- 
mon to  both  teacher  and  class.  The  teacher's  criticisms 
and  suggestions,  following  such  an  experience,  will  be 
sympathetic  and  win  a  measure  of  response .  from  the 
pupils  never  to  be  gained  where  the  teacher  is  merely  a 
directing  critic. 

5.  Both  teacher  and  class  should  write  independently.    The 

teacher's  judgment  should  be  kept  in  the  background 
prior  to  the  writing.  The  child's  originality  is  condi- 
tioned on  his  own  view-point,  not  the  teacher's.  Pro- 
ductions full  of  adult  opinions  and  judgments  are  prima 


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facie  evidence  of  lack  of  children's  originality;  the  aim 
is  to  secure  the  results  of  the  pupils'  own  mental  ef- 
forts, no  matter  how  childish  and  crude  they  may  be. 

6.  Written  expression,  like  oral  speech,  is  a  habit ;  and  there 

should  be  at  least  daily  practice  in  written  invention  or 
written  reproduction.  Proficiency  and  fluency  of  ex- 
pression are  more  liable  to  be  the  products  of  short 
daily  practice  in  the  writing  of  two  or  three  papagraphs 
than  of  longer  and  more  formal  papers  at  irregular  in- 
tervals. 

7.  Assignments  in  written  invention  should  not,  except  as 

indicated  later,  call  for  prolonged  efforts  from  the  pu- 
pils. The  desire  to  write  will  come  as  the  interest  de- 
velops in  the  topic;  and  the  right  moment  for  writing 
should  never  be  decided  by  program  but  be  chosen 
when  the  pupil's  enthusiasm  and  spontaneity  are  plain- 
ly manifest.  Postponing  the  writing  after  this  mo- 
ment means  the  loss  of  the  right  opportunity. 

8.  Daily  practice  will  most  naturally  follow  the  oral  devel- 

opment of  a  topic  in  the  same  or  succeeding  day's  lan- 
guage period.  Such  topics  will  not  usually  demand 
either  a  sustained  oral  or  written  effort,  e.  g.,  the  elab- 
oration of  a  topic  sentence,  the  filling-in  of  a  story,  a 
short  original  story,  a  short  description  or  narration 
based  upon  a  picture,  amplification  of  a  proverb,  a 
newspaper  heading,  etc. 

9.  Daily  jjractice  upon  sub-topics  of  a  subject  may  be  con- 

tinued over  several  lessons.  The  power  of  continued 
and  repeated  application  to  the  same  general  subject 
brings  a  final  satisfaction  in  an  actual  achievement 
which  contributes  much  to  the  pupils'  self-reliance. 
The  habit  of  giving  time  and  thought  to  any  genuine 
work  is  worthy  of  becoming  a  fixed  possession  in  the 
pupil's  training.  Fidelity  in  the  performance  of  an 
undertaking  develops  respect  for  the  work.  Co- 
operative outlines  previously  employed  in  oral  prep- 
aration will  be  essential  to  the  elaboration  of  the  sub 


170 


SIXTH  GRADE 


ject  in  this  limited  practice  on  successive  days.  Each 
day^s  contribution  will  be  restricted  to  a  relatively 
small  portion  of  the  day^s  language  period. 

10.  Once  every  four  or  five  weeks  the  longer  and  more  for- 

mal paper  in  written  invention  should  be  required,  that 
pupils  may  learn  to  treat  a  subject  fully  and  logically 
at  one  given  time,  and  that  they  may  gain  the  power  of 
handling  larger  units  of  material.  This  occasional  for- 
mal paper  may  be  based  upon  the  topic  developed  in 
daily  practice  upon  successive  days,  upon  Geography 
or  History,  upon  a  topic  chosen  from  the  pupiPs  ex- 
perience, etc. 

11.  Frequently,  quick,  spontaneous  writing  should  be  called 

for  upon  some  subject  already  so  well  fixed  in  the  minds 
of  the  class  that  it  does  not  require  oral  preparation  . 

12.  Pupils  should  continue  the  habit,  suggested  in  written  re- 

production, of  criticizing  and  correcting  their  own  writ- 
ten work  before  handing  it  in.  What  they  can  do  for 
themselves  the  teacher  should  not  do  for  them. 

13.  The  practice  of  having  a  special  aim  in  each  written 

lesson,  also  suggested  in  written  reproduction,  e.  g., 
paragraphing,  sentence  structure,  punctuation,  etc., 
should  be  continued  in  written  inventive  work. 

14.  A  rough  draft  and  a  completed  paper  by  each  pupil  from 

the  beginning,  the  middle  and  the  end  of  the  term  might 
be  kept  to  show  progress,  and  to  bring  to  yiupils  the 
inspiring  conviction  that  they  have  made  progress  in 
their  power  of  self-expression. 

3.  Letter  Writing. 

Outline. 

1.  Letters  of  friendship  continued. 

2.  Various  incentives  for  letters  in  social  correspondence. 

3.  Business  correspondence  the  main  work  of  the   Sixtli 

Grade. 

4.  Definite,  business-like  assignments  for  letters. 

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5.  Avoiding  stereotyped  opening  sentences. 

6.  Folding  letters  and  addressing  envelopes. 

7.  Accuracy  and  neatness  the  primary  aims  in  business  cor- 

respondence. 

Syllabus. 

1.  Letters  of  friendship  should  be  continued  from  former 

grades.  Some  attention  should  be  given  to  the  content 
of  social  correspondence;  pupils  should  acknowledge 
letters  received  with  some  reference  to  their  contents; 
reply  to  the  friend's  inquiries;  include  in  the  answer 
items  of  interest  to  the  friend ;  ask  questions  the  writer 
may  wish  answered  and  close  with  expressions  of  re- 
spect, esteem  or  affection. 

2.  Friendly  letters  should  be  motived  for  the  reality  and  vi- 

tality which  letter-writing  requires.  Pupils  may  write 
from  the  point  of  view  of  another,  e.  g.,  a  character  in 
a  story,  a  person  supposed  to  live  in  some  foreign 
country  describing  the  life  as  studied  in  Geography,  an 
historical  character  whose  letter  will  contain  some  of 
the  incidents  in  the  biographies  studied  in  History,  or  a 
person  on  foreign  travel  again  employing  material  al- 
ready prepared  in  Geography.  Letters  of  friendship 
may  also  be  written  to  friends  or  relatives,  to  pupils  of 
another  grade,  school  or  city  and  to  the  teacher  in  re- 
ply to  a  letter  from  her. 

3.  In  the  development  of  letter-writing  through  the  grades, 

while  friendly  letters  should  be  continued  to  prevent  an 
entire  break  in  the  work  of  former  grades,  the  main 
practice  in  letter-writing  of  the  Sixth  Grade  should  be 
in  business  correspondence. 

4.  Business  letters  easily  supply  their  own  incentives — the 

business  firm,  the  address  and  the  nature  of  the  com- 
munication could  be  definitely  assigned.  Letters  of 
actual  business  correspondence  can  be  obtained  and 
dictated  to  make  plain  the  prevailing  business  custom. 
Such  letters  may  also  be  answered. 

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SIXTH  GRADE 


5.  Pupils  should  be  taught  to  avoid  trite  opening  sentences 

which  have  become  stereotyped.  Modern  business 
methods  require  that  the  subject  be  introduced  at  once 
without  unnecessary  preface. 

6.  The  proper  form  of  folding  letters  and  addressing  the 

envelopes  will  contribute  to  making  letters  real. 

7.  Accuracy  and  neatness  are  the  essential  requirements  in 

business  correspondence;  and  both  should  be  insisted 
upon  as  the  primary  aims  in  all  business  letters. 

C.     Technicalities  of  Expression 

(One  and  one-half  periods  a  week,  in  proportion,  devoted  to 
technical  work  in  the  Sixth  B  and  two  periods  a  week  in  the 
Sixth  A). 

I.    ARRANGEMENT, 

1.  Sixth  B:  Pupils  should  continue  to  recognize  sentences  as 
declarative,  interrogative,  imperative  and  exclamatory. 
They  should  continue  the  use  of  clear-cut  simple  sentences. 
Pupils  may  gradually  begin  the  use  of  the  complex  sen- 
tence. They  should  have  practice  in  combining  short  re- 
lated sentences  into  one  longer  complex  sentence  and  of 
dividing  a  complex  sentence  into  simple  sentences.  The 
distinction  of  form  between  simple  and  complex  sentences 
and  the  structure  of  the  complex  sentence  are  thus  made 
plain.  The  modifying  phrases  are  now  expanded  into 
clauses. 

In  order  to  write  good  sentences  pupils  should  see  clearly 
the  subject,  the  predicate  and  the  modifying  parts  of  a  sen- 
tence. Exercises  should  therefore  be  given  in  selecting 
the  simple  subject,  the  simple  predicate  and  later  the  com- 
plete subject  and  predicate. 

Sixth  A  :  Work  of  Sixth  B  should  be  continued  in  kinds 
of  sentences  as  to  use  and  as  to  division  of  a  sentence  into 
simple  and  complete  subject  and  predicate.     The  use  of 

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simple  and  complex  sentences  should  be  extended  to  in- 
clude compound  sentences. 

After  some  practice  in  writing  compound  sentences,  pupils 
sliould  recognize  sentences  as  to  form — simple,  complex  and 
compound.  No  further  study  other  than  merely  recognizing 
the  form  should  be  attempted. 

Exercises  may  be  given  in  combining  simple  sentences  into 
a  compound  sentence  and  vice  versa.  Expanding,  condens- 
ing and  transforming  sentences  will  do  much  in  developing 
a  sense  for  good  sentence  structure. 

Combining,  contracting,  comparing  and  relating  two  or 
more  things  or  ideas  are  in  themselves  valuable  mental 
training  in  addition  to  their  contribution  in  developing 
power  in  sentence  structure. 

A  and  B  Classes:  Teachers  are  referred  to  the  introductory 
paragraphs  of  written  reproduction  for  suggestion  as  to  the 
use  of  paragraphs,  unity  of  sentences  and  relation  of  par- 
agraphs. 

Pupils  should  now  paragraph  independently.  The  elabora- 
tion of  a  topic  sentence  requires  unity  of  sentences  in  treat- 
ing a  central  thought.  "Writing  from  an  outline  insures 
relation  and  logical  order  of  paragraphs.  Both  related  sen- 
tences and  related  paragraphs  should  be  observed  in  their 
exemplification  in  the  printed  pages  of  readers,  etc. 
Pupils  should  not  be  rigorously  held  to  actual  practice  of 
such  relations  in  their  written  papers.  It  is,  however,  es- 
sential that  the  standard  be  placed  before  them. 

A  and  B  Classes:  Suggestions  in  regard  to  the  use  of  co- 
operative outlines  have  been  given  under  written  reproduc- 
tion in  this  syllabus.  Pupils  should  take  a  greater  share 
in  making  the  co-operative  outlines  than  in  preceding 
grades.  They  should  make  distinctions  between  the  essen- 
tial and  non-essential,  distinctions  which  heretofore  have 
been  made  largely  by  the  teacher. 

During  the  Sixth  A  term  some  simple  outlines  should  be 
made  by  the  pupils  unaided. 

174 


SIXTH  GRADE 


Outlines  should  not  be  carried  so  far  into  detail  that  all 
spontaneity  is  taken  away  in  writing.  Outlines  should  be 
used  as  guides  and  helps  in  oral  and  written  expression; 
pupils  should  use  them  only  as  aids  in  their  work  of 
expression  that  they  may  avoid  becoming  slavishly  depend- 
ent upon  them.  Outlines  should  be  omitted  in  the  daily 
practice  of  written  expression  and  in  other  short  exercises 
of  oral  or  written  expression.  Serious  objection  may  be 
made  to  outlines  if  the  above  cautions  are  not  observed. 

4.  A  and  B  Classes:  Eeview  of  letter  forms  in  letters  of  friend- 

ship.   Business  forms  for  business  correspondence. 

5.  A  and  B  Classes:  The  headings  and  margins  in  written  pa- 

pers should  be  insisted  upon.  (See  General  Digest  and  the 
Third  Grade  A  syllabus  for  the  forms.) 

II.     TECHNICALITIES  OF  LANGUAGE  AND  GRAMMAR. 

Sixth  Grade  B, 

1.  Capitals. 

a.  Review  of  preceding  grades. 

b.  Require  proper  use  of  capitals  in  all  written  papers. 

2.  PUXCTUATION. 

a.  Review  of  preceding  grades. 

b.  Comma  separating  person  addressed  from  the  rest  of 

the  sentence. 

c.  Quotation  marks  in  broken  quotations  and  in  broken  quo- 

tations that  are  questions  or  exclamations. 

3.  Abbkeviations. 

a.  Review  of  preceding  grades. 

b.  Business  practice,  as  0.  K.,  C.  0.  D.,  f.  o.  b.,  inst,  ult., 

etc. 

4.  Preparation  for  Dictionary  Work. 

a.  Review  the  previous  work. 

b.  Teach  uses  of  the  following: 

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ENGLISH 

1.  Words  at  top  of  dictionary  page. 

2.  Diacritical  key. 

5.  Grammar. 

Kinds  of  sentences  as  to  nse^ 

Simple  subject — simple  predicate,  complete  subject — com- 
plete predicate. 

Sixth  Grade  A. 

1.  Capitals. 

a.  Eeview  of  Sixth  B. 

2.  Punctuation. 

a.  Review  of  Sixth  B. 

b.  Caution  against  quotation  marks  in  indirect  quotation. 

3.  Abbreviations. 

a.  Review  of  Sixth  B. 

b.  i.  e.,  e.  g.,  viz.,  anon.,  mdse.,  Messrs. 

4.  Preparation  for  Dictionary  Work. 

a.  Repeat  work  of  Sixth  B. 

b.  Abbreviations  in  defining  words : 

n.,  a.,  v.,  adv.,  pron.,  sing.,  pi. 

5.  Grammar. 

Kinds  of  sentences  as  to  form  (no  term  test  should  include 
this  division  of  sentences).  Recognition  of  the  following 
parts  of  speech  in  simple  forms:  nouns,  pronouns,  verbs, 
adjectives  and  adverbs. 

III.    DICTATION  AND  WRITING  FROM  MEMORY. 

Dictation  should  be  used  to  furnish  models  in  complex  and 
compound  sentence  structure:  in  the  unity  of  sentences  in  a 
paragraph;  the  proper  relation  of  paragraphs;  in  business  let- 
ters and  in  any  other  form  or  method  of  written  expression 
which  the  teacher  is  developing.  It  is  also  used  in  the  practice 
and  testing  of  technicalities.  New  and  difficult  words  should 
be  placed  on  the  blackboard. 

176 


SIXTH  GRADE 


Dictation  cultivates  power  of  sustained  attention  and  con- 
centration; a  sentence,  clause  or  modifying  phrase  should  be 
given  at  a  time,  and  never  repeated.  It  trains  the  ear,  serves 
to  connect  oral  or  spoken  with  written  language,  teaches 
the  pupil  to  write  automatically  the  word  that  is  in  the  mind 
and  develops  power  of  self-help  in  that  pupils  can  correct  their 
own  papers  by  reference  to  the  printed  page.  Dictation  will 
often  restore  a  restless  and  nervous  grade  to  quiet  self-control. 

Writing  from  memory  poems,  quotations  and  other  selec- 
tions affords  practice  in  the^  use  of  capitals  and  punctuation, 
and  fastens  the  poem,  etc.,  firmly  in  the  memory. 


IV.    CORRECT  USE. 
(In  course  of  preparation.) 


177 


ENGLISH 


Seventh  Grade 

(When  distinctions  are  made  between  the  work  in  the  B 
and  A  classes,  they  are  included  in  separate  paragraphs,  headed 
by  the  captions— .-Seventh  B  and  Seventh  A. 

A.     Sources  of  Thought  Material — 
Impression 

I.     EXPERIENCES   OF  THE   CHILD'S  LIFE. 

1.  Personal. 

A.  Home  Life. 

^1.  What  I  do  with  my  spare  time. 

2.  A  letter  written  home  from  pupil  spending  a  week  in 

some  city  studied  in  Geography. 

3.  What  I  mean  in  the  home,  or  my  place  in  the  home. 
'     4.  A  book  that  I  have  read. 

5.  Encourage  the  keeping  of  a  diary. 

6.  What  my  home  life  has  to  do  with  my  school  life. 

B.  School  Activities.     . 

1.  Debate — Football  vs.  Baseball. 
^2.  How  manual  training  (cooking  or  sewing)  helps  me. 
^^13.  How  our  school  may  be  improved. 

4.  ^^ Fair  Play.'' 

5.  Who  make  the  best  captains! 

1/^.  How  our  grade  may  help  in  general  care,  etc.,  of 
school  ,or  What  should  a  grammar  grade  mean  in 
the  general  life  of  a  school? 

7.  What  regular  attendance  at  school  means. 
{/'  8.  Tell  about  your  ideal  school. 

178 


SEVENTH   GRADE 


C.  Street  Incidents. 
^^,  The  paper  boy. 

/y2.  Description  of  a  shop  window. 
3.  A  Ennaway. 
^4.  An  act  of  courtesy. 
/  5.  Discussion  of  general  street  behavior. 

>€.  What  does  the  City  do  to  prevent  accidents? 

^.  Describe  a  ** Street  Beautiful." 

D.  Child's  Knowledge  and  Observation  of  Nature, 

(See  Nature  Study  Outline). 

2.  Social. 

A  Child's  Environment  and  Relation  to  Society  and  Human- 
ity. 

1.  Notes  of  invitation  from  one  grade  to  another  for  a 

musical,  etc. 

2.  What  I  want  to  be  when  I  am  twenty-five. 

3.  How  can  I  make  Eochester  a  better  City? 

^4.  Why  I  should  be  a  member  of  the  Humane  Society. 
^.  Boys  Scout  Movement  and  Camp  Fire  Girls'  Move- 
ment. 

3.  Industrial. 

Child's  Knowledge  and  Observation  of  Industries. 

Pupils  should,  through  deliberate  plan,  be  led  to  see 
work  as  something  more  than  an  accidental  **job.'' 
They  should,  through  observation,  etc.,  be  led  to 
think  about  unskilled  labor — its  limitations — upon 
the  economic  values  of  the  skilled  trades — demand 
and  supply — longevity  of  workmen — wages,  etc. 

4.  Civic. 

See  Outline  in  Civics. 

II.    LITEEATUEE. 
1.  Poetry. 

Seventh  Grade  A  and  B. 
Poems  to  be  memorized.    (A  minimum  of  three  each  term.) 

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ENGLISH 

Do  not  use  poems  assigned  to  a  higher  grade. 

Autumn  (Longfellow) 7-10 

Vision  of  Sir  Launfal   (Lowell) 50-107 

Gradatim    (Holland) 32-250 

Love  of  Country  (Scott) 30-121,  40-236 

Concord  Hymn   (Holmes) 40-293,  2-161 

Legend  of  Moudamin — Hiawatha  (Longfellow) 

Evening  (Milton) 3-213,  16-2 

Eing  Out  Wild  Bells  (Tennyson) 

Death  of  the  Flowers  (Bryant) 16-88 

^-^Crossing  the  Bar  (Tennyson) 9-192,  3-269 

Mother  Mine  (Kipling) 

Antiquity  of  Freedom   (Br\^ant) 3-13 

Thanatopsis  (Bryant)   . . . /. 10-17,  40-167 

The  Chambered  Nautilus  (Holmes) 16-604,  40-263 

Union  and  Liberty  (Holmes) 2-97 

Building  of  the  Ship  (Longfellow) 3-46 

Seven  Times  Two  (Ingelow) .16^11,  9-209 

The  Cloud  (Shelley) 40-265 

All's  Right  With  the  World  (Browning) 17-29 

The  Courtship  of  Miles  Standish  (Longfellow. . ) . . .  .7-201 
Independence  Bell 

A  Song  of  Love  (Carroll) 40-148 

Name  of  Old  Glory  (Riley) 16-349 

A  Song  of  Clover  (Jackson) 40-147,  16-76 

Scythe  Song  (Lang) 40-150 

Poems  to  be  read  by  the  children  or  to  the  children. 

Read  and  interpret  all  poems  in  the  list  above  and  as  many 

as  possible  of  the  following: 

Contentment   (Holmes) 32-165 

Evangeline    (Longfellow) 7-86 

^arco  Bozzaris   (Halleck) 9-73,  32-217,  16-545 

^The  Blue  and  the  Gray  (Finch) 40-303,  32-241 

Song  of  the  Chattahoochee  (Lanier) 32-276 

Our  Anglo-Saxon  Tongue  (Hope) 32-101 

Annabel  Lee   (Poe) 38-111,  32-193 

The  Rising  in  1776  (Read) 32-136 

180 


SEVENTH   GRADE 


Sir  Galahad  (Tennyson) 3-249,  40-247 

Carmen  Bellicosum   (McMaster) 9-35,  16-309 

My  Lost  Youth  (Longfellow) 7-237 

Cotter's  Saturday  Night  (Burns) 
The  Deacon's  Masterpiece  (Holmes) 

>^  Grandmother's  Story  of  Bunker  Hill  (Hill) 

-  The  Boys  (Holmes) 
Dawn  and  Dusk  (Holmes) 
Lexington  (Sherman)  • 

-The  Old  Constitution  (Holmes) 9-29 

Hope,  Faith  and  Love  (Schiller) 9-25[, 

Nathan  Hale   (Finch) 9-44 

Andre's  Last  Bequest   (Willis) 9-32 

Christmas  in  the  Olden  Time  (Scott) 9-360 

Songs  of  Seven  (Ingelow) 

Hamlet :  The  Players   (Shakespeare) 9-271 

2.  Prose. 

Stories  and  Literature  Selections. 

Seventh  Grade  A  and  B.  (A  choice  of  one  long  or  two  or 
more  short  literature  selections  each  term.) 
Do  not  use  selections  assigned  to  a  higher  grade.  The  se- 
lections for  which  no  reference  to  the  English  Library  is 
made  are  long  stories  which  should  be  read  by  the  class 
from  sets  of  books.  The  shorter  ones  are  for  reproduction 
and  conversation  exercises. 
For  others  see  lower  grades. 

The  Alhambra   (Irving) 32-3 

Legend  of  Sleepv  Hollow  (Irving) 38-130,  32-30 

If  I  Live  Till  Sundown  (Grady) 32-285 

The  Gray  Champion  (Hawthorne) 32-115 

The  American  Flag  (Beecher) 32-226 

Farewell  Address  (Washington) 32-128 

/  Address  at  Gettysburg  (Lincoln) 32-246 

Bunker  Hill  Oration  (Webster) 32-171 

The  Mask  of  Pandora   (Longfellow) 7-382 

Grandfather's  Chair  (Hawthorne) 
Story  of  the  Thirteen  Colonies  (Guerber) 

181 


ENGLISH 


Bracebridge  Hall  (Irving) 

The  War  Inevitable  (Henry) 

Story  of  Esther  (Bible) 

Cricket  on  the  Hearth  (Dickens) 

The  Spy  (Cooper) 

Enoch  Arden  (Tennyson) 

Last  of  the  Mohicans  (Cooper) 

Songs  of  Labor  (Whittier) 52-351 

3.  Grade  Libraries. 

In  the  Seventh  Grade  teachers  should  use  the  grade  li- 
brary as  an  inducement  to  the  pupils  to  form  the  ac- 
quaintance of  larger  public  libraries.  The  grade  library 
exists  for  two  purposes :  First,  to  bring  books  within 
the  reach  of  pupils  too  young  to  select  for  themselves 
or  to  go  unaccompanied  to  the  public  libraries ;  second, 
to  inspire  the  habit  of  reading  good  books  provided 
at  public  expense,  and  gradually,  through  th'e  limited 
grade  libraries,  to  impress  children  with  the  fact  that 
the  City  government  at  much  expense  provides  public 
libraries  for  their  free  use. 

j/li  public  libraries  are  to  fulfill  their  mission  for  the  next 
as  well  as  the  present  generation,  the  habit  of  using 
them  must  be  formed  by  school  children  through  the 
influence  of  the  home  and  the  school.  Public  libraries, 
like  public  parks,  playgrounds  and  other  municipal 
undertakings,  are  supported  for  the  public  good.  It 
should  be  remembered,  however,  that  the  habit  of  read- 
ing will  be  formed  during  years  spent  in  elementary 
schools,  seldom  afterwards. 

A  printed  list  of  books  suitable  for  Seventh  Grade  children 
will  be  ready  for  distribution  among  teachers  and  all 
Seventh  Grade  pupils  by  the  time  this  course  of  study 
is  introduced  into  actual  operation  in  the  schools.  This 
list  has  been  prepared  with  the  generous  co-operation 
of  the  Director  of  Children's  Work  in  the  Eochester 
Public  Library.    It  will  serve  the  two-fold  purpose  of 

182 


SEVENTH    GRADE 


supplying  a  list  of  books  which  parents  and  pupils  may 
use  in  guiding  the  growth  of  the  child's  personal 
library,  and  of  giving  a  carefully  selected  list  from 
which  teachers  may  recommend  for  pupils'  home 
reading  books  available  at  the  public  library  and  its 
numerous  sub-stations. 

Such  books  should  be  brought  to  the  pupils'  attention  and 
pupils  should  be  told  where  to  find  them.  A  few  visits 
to  a  library  inspired  by  the  teacher  will  result  in  in- 
troducing pupils  and  libraries  to  each  other;  and  thus 
there  are  established  the  beginnings  of  a  life-long  ac- 
quaintance. Pupils  should  be  encouraged  to  keep  a 
record  of  the  books  they  read.  Such  a  list  becomes  an 
inspiration  and  will  have  much  interest  for  its  owner 
in  later  years. 

^Frequently  a  language  period  should  be  set  aside  in  which 
pupils  may  talk  informally  and  freely  concerning  the 
books  they  have  read.  They  may  relate  the  age  of 
which  a  book  treats,  the  scene,  portions  of  the  plot, 
its  main  characters,  whether  it  is  history,  fiction, 
biography,  travel,  etc.  In  all  instances  they  should 
give  the  author — that  in  time  they  may  have  a  feeling 
of  personal  friendship  and  attachment  toward  favorite 
authors.  A  language  period  spent  in  this  informal 
discussion  of  books  will  have  a  two-fold  effect.  It  will 
fasten  the  essential  features  of  the  book  in  the  mem- 
ory of  its  reader,  and  it  will  inspire  other  children  to 
obtain  for  themselves  the  benefit  and  the  enjoyment 
which  the  first  pupil  obtained  from  his  reading. 

Outside  reading  furnishes  an  inexhaustible  source  of  ma- 
terial for  oral  and  written  expression  upon  a  variety 
of  topics  chosen  from  books  which  individual  pupils 
have  read. 

III.    PICTUEES. 

^Picture  study  should  correlate  with  other  outlines  at  hand. 

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ENGLISH 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

The  thoug-ht-pioducing  studies  now  become  a  rich  source 
of  thought  material  for  language  purposes.  History,  Geography, 
Nature  Study  and  other  subjects  in  this  grade  are  such  broad 
and  many  sided  subjects  that  great  freedom  of  choice  among 
innumerable  and  attractive  topics  is  offered.  All  kinds  of  topics 
in  narration,  description,  exposition  and  even  argument  are 
given  in  profusion. 

As  the  use  of  history  text  books  begins  in  the  Seventh 
Grade,  the  opinions  of  the  several  authors  upon  any  given  his- 
torical topic  and  the  outside  reference  reading  by  pupils  upon 
historical  topics  supply  material  of  more  than  usual  value  for 
both  oral  and  written  expression.  Differences  of  opinion  gleaned 
by  pupils  from  different  sources  will  furnish  interest  for  a 
lively  oral  discussion. 

Topics  selected  from  other  subjects  of  the  grade  are  natural 
and  easy  centers  of  thought.  The  content  is  clear,  ideas  come 
readily  to  the  pupiPs  mind,  and  some  of  the  language  difficulties 
have  already  been  overcome.  The  language  lesson  has  its  own 
special  requirements  to  meet  and  removing  any  unnecessary 
difficulties  as  to  thought  content  leaves  the  mind  free  to  strug- 
gle more  effectively  with  the  special  difficulties  in  the  form  of 
.    expression. 

'^  Employing  material  already  developed  is  a  double  economy ; 
it  supplies  material  for  expression  ready  at  hand  and  it  enriches 
the  other  subjects.  Topics  selected  from  these  sources  should  be 
elaborated  and  specifically  assigned  to  develop  the  fresh  inter- 
est essential  to  good  expression. 

B.     Reactions  From  Thought  Material — 
Expression. 

■       I  and  II.     EXPRESSION  THROUGH  COLOR  AND 
DRAMATIZATION. 

III.    ORAL  EXPRESSION. 

1.  Conversation  and  Recitation:  Reactions  from  ^^A'^  I  and  IV. 

184 


SEVENTH   GRADE 


Outline. 
Conversation. 

1.  Conversation  gives  opportunity  for  first  approach  to  a 

new  topic.     Plans  for  work. 

2.  Pupils  should  have  the  active  part  in  these  lessons. 

3.  Pupils'  initiative  allowed  in  choice  of  topics. 

4.  Elaboration  of  topics  from  other  studies. 

5.  Reference  studies  in  History  and  Geography. 

6.  Assignments  made  definitely  to  individual  pupils. 

Eecitation. 

A^  7.  Habit  of  using  good  English  must  be  continuous  through 
all  recitations. 
8.  Corrections  of  English  in  other  studies  made  incidentally 
or  reserved  for  language  period. 
^^.  Responsibility  for  preparation  and  recitation  of  lessons 
placed  upon  pupils. 
^^0.  A  standard  of  efficiency. 

11.  Pupils   thus  become  active   participants  in  expression 
through  all  recitations. 

Syllabus. 

^  1.  This  sub-division  in  oral  expression  is  continued  in  the 
Seventh  and  Eighth  Grades  to  provide  an  opportunity 
for  the  first  approach  to  a  new  topic,  partly  or  wholly 
unfamiliar.  The  question  and  answer  method  of  former 
grades,  however,  should  be  largely  replaced  by  state- 
ments from  the  pupils  of  their  present  knowledge  of 
the  topic.  After  the  teacher  has  secured  from  the  pupils 
all  that  their  personal  experience  can  contribute,  she 
may  resort  to  questins  eliciting  information  not  pre- 
viously given,  and  then  afford  the  class  the  pleasure 
of  investigating  for  themselves  other  phases  of  the 
topic  upon  which  they  had  no  data.  Then  follows 
a  report  of  the  investigation,  observation  or  reading,  * 
and   a   class   discussion   of   the    report.      All    of   the 

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foregoing  properly  belongs  to  this  sub-division 
of  oral  expression.  When  the  topic  is  developed 
through  some  or  all  of  these  steps  it  is  ready  for  the 
connected,  continuous  statement  by  one  or  more  pupils 
in  oral  invention.  Many  topics,  brief  in  scope  or  wholly 
within  the  experience  of  the  pupils,  will  not  require 
development  in  conversation  prior  to  their  use  in  oral 
invention. 
/  2.  The  teacher  should  always  be  wholly  the  passive  agency 
in  all  forms  of  oral  expression.  The  pupils'  interest 
in  and  enthusiasm  for  oral  expression  will  be  in  pro- 
portion to  the  opportunities  afforded  them  personally 
to  contribute  information  and  to  develop  the  topic  from 
their  own  initiative.  The  teacher  directs  and  guides  to 
prevent  aimless  effort.  The  personal  interest  of  the 
pupils  in  the  topic  should  invariably  be  the  determining 
factor  in  the  process  of  development. 

3.  The  pupils'  initiative  in  the  choice  of  topics  may  fre- 

quently supply  the  incentive  and  maintain  a  lasting 
and  genuine  interest,  largely  because  this  method 
assures  the  development  of  the  pupils'  own  personality. 
The  initiative  and  interest  thus  obtained  at  the  begin- 
i^iiig'  will  hold  unabated  through  the  entire  unfolding 
of  the  topic. 

4.  In  dealing  wdth  topics  from  other  subjects  of  the  course 

of  study  it  will  usually  be  necessary  to  extend  them 
'  beyond  the  development  in  the  other  lesson.  This 
ensures  that  interest  is  maintained.  The  topic  should 
be  definitely  limited,  e.  g.,  pupils  may  be  required  to 
ather  together  by  investigation  facts  and  items  of 
interest  regarding  some  one  city,  one  river,  one  pro- 
duction, one  historical  character,  one  historical  event, 
an  epoch  of  history,  etc. 

5.  In  History  and  Geography  there  should  now  be  the  be- 

ginning of  reference  studies, — the  more  formal  and 
valuable  forms  of  personal  investigation.  The  reports 
of  the  pupils '  reading  will  furnish  good  expression  ex- 

186 


SEVENTH  GRADE 


ercises.  Reference  work  gives  genuineness  to  both 
History  and  Geography. 
/>6.  The  teacher  will  find  it  wise  to  assign  definite  items  for 
reference  study  or  investigation  to  each  pupil.  Assign- 
ments in  general  to  the  whole  class  will  bring  results 
from  only  part  of  the  pupils.  Assignment  of  different 
items  to  individual  pupils,  or  separate  groups  of 
pupils,  secures  the  co-operation  of  all  the  class. 

Recitation. 

^  7.  The  habit  of  good  use  in  oral  expression  must  be  fixed 
through  all  recitations.  It  can  never  become  established 
through  the  medium  of  the  English  period  alone. 
Effort  must  be  continuous  through  the  entire  day's  pro- 
gram. Pupils  should  learn  ,that  their  statements  in  all 
recitations  should  be  clear  cut,  definite  and  complete; 
the  teacher  should  seldom  supply  part  of  the  pupiPs 
answer  or  statement.  * 

>^8.  Corrections  of  violations  of  good  English  in  other  reci- 
tations should  be  incidental  during  that  recitation,  or 
reserved  for  attention  in  the  English  period,  in  order 
to  prevent  interruption  in  the  continuity  of  thought 
and  development  of  the  other  lesson.  The  point  is  that 
the  corrections  should  be  made  when  the  pupils'  minds 
are  free  from  other  mental  activities,  if  they  are  to  re- 
ceive the  full  benefit  of  the  correction.  At  the  close  of 
every  recitation,  or  at  least  once  a  day,  serious  mistakes 
should  be  definitely  and  forcibly  corrected. 

^9.  Recitations  in  the  Seventh  and  Eighth  Grades  should  be 
left  to  the  pupils  as  far  as  practicable.  If  they  feel 
that  the  teacher  will  explain  the  lesson  in  detail,  and 
practically  recite  for  them,  it  is  only  natural  to  expect 
that  they  will  abandon  the  preparation  of  the  lesson  to 
the  teacher.  It  is  fairly  safe  to  assume  that  the  line 
of  least  resistance  will  be  followed.  What  the  pupils 
get  from  their  own  study,  not  what  they  are  told  by 
the  teacher,  will  determine  their  proficiency  in  the  sub- 
ject.   If  the  pupils  feel  that  the  teacher  will  hold  them 

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responsible  for  carrying  on  the  recitation  they  will 
prepare  for  it,  as  an  opportunity  afforded  them  for  oral 
expression. 

>  10.  A  true  measure  of  efficiency  in  all  grades,  particularly 
in  the  upper  grades,  is  not  what  the  teacher  knows  or 
can  explain,  but  what  through  her  inspiration  she  leads 
pupils  to  learn  for  themselves.  Probably  no  one  point 
of  view  of  the  teacher  is  more  essential  than  the  above 
in  encouraging  the  pupils'  preparation  for  a  recitation, 
and  thus  stimulating  their  growth  in  power  and  ini- 
tiative. 

^11.  Leading  the  pupils  to  learn  for  themselves  affects  the 
work  in  oral  expression  in  this  way : — the  teacher  ceases 
[  to  be  the  active  agency  in  expression,  and  the  pupils 

become  the  real  active  participants  in  expression  in  all 
recitations.  The  pupils'  use  of  good  English  comes 
through  practice  and  finally  becomes  fixed  as  a  habit. 

2.  Oral  Eepkoduction  :  Reactions  from  ^'A"  II  and  IV. 

Outline. 

1.  Proportion    of    reproduction    reduced    in    favor    of    a 
greater  proportion  of  invention. 
^  2.  Comparative  values  of  short  stories  and  the  selections 
from  literature  for  reproduction. 

■  3.  Short  stories,  with  definite  plots  or  clear  character  por- 
trayals, read  once  and  then  immediately  reproduced. 

k-  4.  A  topic  from  another  study,  which  is  not  elaborated,  is 
material  for  reproduction. 

^  5.  Reproductions  based  on  selections  from  literature  re- 
quire outlines.  Developing  power  of  making  independ- 
ent outlines. 

6.  Observation  of  topics  and  sub-topics  in    printed    para- 
graphs is  preparation  for  pupils'  independent  outline. 

7.  Pupils  also  reproduce  independently. 

8.  Growth  in  vocabulary  and  correct  use  dependent  on  re- 
production. 

188 


SEVENTH   GRADE 


9.  Caution  in  appropriating  from  the  original. 
/j-10.  Eeproduction    includes    narration,    description,    exposi- 
tion and  character  portrayal.    Plans  for  the  last. 

SyUahus. 

1.  Reproduction  should  decrease  in  amount  in  favor  of  in- 

ventive expression  as  rapidly  as  pupils  develop  a  taste 
for  and  proficiency  in  the  latter.  Invention  makes  its 
appeal  directly  to  the  growing  sense  of  independent 
personality  in  Seventh  and  Eighth  Grade  pupils,  and 
therefore  assures  keener  interest  and  more  ready  re- 
sponse on  the  part  of  the  pupils.  Both  reproduction 
and  invention  should  be  continued  through  the  ele- 
mentary school,  but  invention  should  be  the  chief 
medium  of  self-expression  in  the  upper  grades  as  re- 
production is  in  the  lower  grades. 

2.  The  exclusive  use  of  stories  in  former  grades  is  replaced 

by  a  gradually  increasing  proportion  of  larger  selec- 
tions from  literature.  The  choice  for  the  Seventh 
Grade  is  between  one  long  or  two  or  more  short  selec- 
tions from  literature.  The  development  of  this  one 
selection  will  necessarily  involve  consecutive  work  over 
a  comparatively  longer  period.  The  interest  therefore 
in  the  work  of  oral  reproduction  may  suffer  when  re- 
production is  exclusively  restricted  to  one  long  selec- 
tion. Occasional  reproductions  of  short  stories  and 
character  portrayals  are  recommended  to  vary  the 
work  and  introduce  new  interest. 

3.  Stories  with  clear  definite  plots,  or  clear  character  por- 

trayals, should  be  chosen  for  reproduction.  To  train 
pupils  to  close  attention  and  concentration  the  short 
stories  should  be  read  once  and  only  once.  The  repro- 
duction should  immediately  follow  the  first  reading  of 
the  story.  Reproductions  of  short  stories  should  not 
require  outlines. 

4.  When  reproductions  are  selected  from  other  subjects  in 

the  course  of  study,  which  are  not  elaborated  in  the  lan- 

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ENGLISH 

guage  lesson,  they  also  become  lessons  in  reproduction 
rather  than  inventive  expression. 
5.  In  the  longer  reproductions  based  on  the  selections  from 
literature  closer  attention  must  be  given  to  logical  ar- 
^  rangement.  Outlines  should  be  made  independently  by 
the  pupils.  Their  reproductions  should  follow  their 
own  outlines  rather  than  a  uniform  co-operative  out- 
line by  class  and  teacher  as  in  former  grades.  If  the 
power  to  do  this  is  not  present  the  teacher  should  co- 
operate only  to  the  extent  of  giving  necessary  assist- 
ance to  the  pupil.  Persistent  eiforts  after  independent 
outlines  will  develop  the  power  to  analyze,  to  distin- 
guish between  the  essential  and  non-essential,  and  to 
]/  arrange  in  logical  sequence.  Following  an  outline  in 
oral  reproduction  does  not  hamper  self-expression  and 
mental  activity;  on  the  contrary  it  gives  freedom  and 
confidence  to  the  pupil. 

^  6.  In  training  pupils  for  independent  outlines  practice 
should  be  given  in  finding  the  main  thought,  or  topic 
sentence,  from  printed  paragraphs  in  reading  lessons  or 
in  the  selections  from  literature.  Finding  such  topic 
sentences  with  sub-topics  of  this  main  thought  will  be 
evidence  to  pupils  that  a  plan  or  outline  is  followed 
by  all  writers.  Discovering  the  logical  arrangement 
of  topics  and  sub-topics  from  such  sources  will  direct 
the  pupils'  efforts  in  making  their  own  independent 
outlines. 

\j  7.  Oral  reproductions  based  upon  outlines  should  be  given 
independently  by  the  pupils  without  the  interruption 
of  the  teachers '  suggestions  or  questions.  Dependence 
upon  the  teacher  should  be  wholly  discouraged  in  this 
grade.  Pupils  should  be  led  to  criticize  one  another's 
reproductions  and  offer  suggestions  for  improvement. 

8.  Growth  in  vocabulary  and  correct  use  are  dependent  upon 
good  models,  of  which  there  are  two  always  present — 
the  model  of  the  printed  page  and  the  more  potent 
model  of  the  teacher 's  expression.  Pupils  may  continue 

190 


SEVENTH   GRADE 


to  appropriate  the  vocabulary  and  forms  of  expression 
of  the  original  story  or  selection. 

9.  This  should  be  done  with  caution.  Appropriating  whole 
sentences  or  paragraphs  would  bring  pupils  to  a  state  of 
helplessness  in  self-expression. 

10.  Narration  of  plot  in  reproduction  should  be  made  sec- 
ondary to  description  of  scene,  exposition  and  char- 
acter portrayal.  The  latter  should  be  extended  from 
the  simpler  work  of  preceding  grades  to  include 
changes  in  character,  what  caused  the  changes  and  what 
the  results  of  such  changes  were. 

o    ^        J  (  Reactions  from  ^^A''  I,  III  and  IV. 

Resultant  of  Conversation. 


Oiitline. 

1.  Relation  of  conversation  and  recitation,  oral  invention 

and  written  invention.    Oral  invention  based  upon  an 
outline  is  now  a  dissertation. 

2.  Some  topics  chosen  not  previously  Avorked  over — out- 

lines omitted. 

3.  Review  of  well-prepared  topics  basis  of  sustained  oral 

invention  or  a  dissertation. 

4.  Training  in  sustained  oral  discourse  prepares  for  pupils' 

assuming  more  responsibility  in  recitations. 

5.  Greater  demands  in  upper  grammar  grades  and  in  High 

School  made  upon  pupils  in  oral  recitations.    Prepar- 
ing for  the  demand. 

6.  Meaning  of  this  training  to  pupils. 

7.  Results  crude  and  unsatisfactory,  but  preliminary  to  ulti- 

mate power. 

8.  Self-possession,  self -poise  and  self-respect  are  results  of 

this  training.    Attention  given  to  personal  mannerisms 
of  speech. 

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ENGLISH 

9.  Teachers'  province  to  guide  and  direct. 
(^    10.  Plans  for  oral  invention : 

a.  Expanding  a  topic  sentence. 

b.  Pictures  translated  into  language  story. 

c.  Mental  pictures  from  suggestive  phrases. 

d.  Amplification  of  proverbs,  etc. 

e.  Elaboration  of  topic  from  History,  Geography,  Na- 

ture Study,  etc. 

Syllabus. 

1.  The  work  of  development  of  subject  matter  in  conversa- 

tion and  recitation  contributes  directly  to  the  more  sus- 
tained effort  in  oral  invention.  Subject  matter  gath- 
ered by  conversation,  investigation,  observation,  read- 
ing, report  and  discussion  should  now  be  analyzed  into 
an  outline  from  which  pupils  give  orally  a  connected 
and  continued  treatment  of  the  topic,  which  practically 
becomes  what  is  more  generally  known  as  an  oral  dis- 
sertation. This  oral  practice  in  invention  or  original 
expression  becomes  a  basis  for  a  later  lesson  in  written 
invention.  Outlines  should  be  made  independently  by 
the  pupils  in  so  far  as  their  ability  allows. 

2.  "Where  topics  do  not  require  a  preliminary  development 

in  conversation,  pupils  should  be  allowed  to  speak 
freely  and  connectedly  from  information  and  knowl- 
edge ready  at  hand.  Outlines  could  frequently  be 
omitted  in  these  cases.  The  nature  of  the  topic  and 
the  knowledge  of  the  subject  matter  possessed  by  the 
pupils  will  determine  whether  the  topic  does  or  does 
not  require  preliminary  development  in  conversation, 
and  whether  outlines  are  or  are  not  essential. 

3.  Eeview  of  well-prepared  topics  will  naturally  be   the 

best  adapted  to  the  longer  and  more  sustained  efforts 
in  oral  expression  in  the  presence  of  others.  Outlines 
will  usually  be  essential  to  furnish  the  aid  and  guid- 
ance which  pupils  require.  There  will  be  less  hesitation 
and  stumbling  when  pupils  are  thoroughly  familiar  with 

192 


SEVENTH   GRADE 


their  topics  and  when  they  have  the  aid  of  outlines  to 
guide  their  oral  work. 

4.  Training  in  speaking  freely  and  forcibly  before  others 

will  in  time  banish  the  nervous  fear  which  impedes 
many  in  any  effort  of  self-expression  before  an  audi- 
ence, large  or  small.  Such  training  in  the  power  of 
connected  and  continued  recitation  in  other  periods  of 
the  day^s  program  assures  independent  preparation  of 
lessons.  The  pupils  come  to  realize  that  the  responsi- 
bility of  the  recitation  is  their  own. 

5.  The  time  will  come  either  in  upper  grammar  grades,  or 

assuredly  in  High  School,  when  larger  demands  for 
connected  oral  recitation  will  be  made  of  pupils;  it  is 
wise  to  prepare  for  the  demand  by  previous  training  in 
the  power  of  connected  oral  discourse.  The  gain  de- 
rived by  the  pupils  in  their  larger  share  in  the  oral 
recitation  and  the  more  thorough  preparation  of  lessons 
made  by  the  pupils  are,  in  themselves,  sufficient  rewards 
for  all  efforts  in  this  training. 

6.  The  benefit  derived  likewise  by  the  pupils  in  the  power 

to  impress  their  own  personality  upon  listeners  will 
sometimes  very  largely  determine  their  standing  with 
their  fellows.  To  train  pupils  to  think  and  reason  and 
not  to  train  for  oral  utterance  will  close  the  channel  of 
useful  contact  with  society.  It  is  well  to  recall  that  oral 
utterance  clarifies  a  thought  or  opinion  and  makes  it  a 
conscious  possession. 

7.  The  results  of.  such  training  in  the  Seventh  Grade  will 
^'     be  crude  and  unsatisfactory  to  the  mature  judgment  of 

the  teacher,  but  it  assures  a  beginning  toward  an  ulti- 
mate ability  of  composed,  pleasing  and  forcible  manner 
of  speaking.  Frequently  where  this  ability  is  lacking 
it  is  due  to  the  fact  that  these  first  efforts  were  not  en- 
couraged because  of  their  very  crudeness  and  imma- 
turity. 

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^  8.  Self-possession,  self-poise  and  self-respect  are  results 
of  this  training  beyond  question  worthy  of  every 
effort  made  and  the  time  spent  in  the  work  of 
oral  expression.  Pupils  should  be  taught  to  stand 
before  the  class  erect  ingbearing,  to  speak  clearly  and 
freely,  and  to  develop  their  topic  in  accordance  with 
an  outline  where  this  is  required.  Some  attention 
should  be  given  to  intonation  of  voice,  enunciation,  too 
rapid  or  too  deliberate  utterance  and  other  personal 
mannerisms  which  add  to,  or  detract  from,  oral  de- 
livery. 

9.  The  teacher's  province  in  this  work  is  largely  that  of 
guidance  and  giving  suggestions  which  are  necessary 
to  prevent  aimless  and  superficial  statements.  This 
work,  if  undirected  by  the  teacher,  is  apt  to  degen- 
erate into  careless  and  thoughtless  habits  of  speech.  A 
preparatory  study  of  the  subject-matter,  accuracy  of 
fact,  and  coherence  of  thought,  should  invariably  be 
demanded  by  the  teacher. 

10.  The  following  devices  will  be  found  helpful : 

a.  Expanding  a  topic  sentence  into  one  paragraph,  e.  g., 
^^  Yesterday  I  visited  a  factory  and  was  particu- 
larly interested  in  one  process  of  manufacture.'' 
This  topic  sentence  may  be  used  as  a  basis  of  an 
actual  or  imaginary  visit  and  may  be  extended 
into  a  paragraph. 


b.  Pictures  translated  into  a  language  story. 

il  c.  Mental  pictures  synthetically  produced  by  suggestive 
words  and  phrases,  e.  g.,  the  teacher  may  write 
upon  the  blackboard  the  following,  the  children 
tell  the  story  suggested  and  give  their  mental  pic- 
ture a  name:  The  Genesee  Falls — the  power  in- 
volved,— the  water  race, — the  machinery  for  con- 
verting power  to  useful  purposes, — the  mills  and 

194 


y 


' 


SEVENTH   GRADE 


factories, — the  value  of  the  Falls  to  Eochester, — 
their  scenic  beauty. 

^  d.  Amplification  may  take  the  form  of  enlarging  upon 
a  proverb,  a  fable  or  a  newspaper  heading. 

/^  e.  The  elaboration  of  a  topic  chosen  from  the  Geog- 
raphy, History,  Nature  Study,  or  other  subjects 
of  the  course  of  study.  The  pupils'  fancy  and  im- 
agination should  be  employed  in  topics  from  these 
subjects,  e.  g.,  by  giving  descriptions  of  past  life 
in  some  section  or  city  of  this  country  or  foreign 
countries;  imaginary  conversations  between  his- 
torical characters;  stories  of  travel  and  explor- 
ation; journeys  by  various  means  of  travel;  so- 
journs with  strange  people  in  far-oif  lands,  etc. 
The  possibilities  are  inexhaustible;  and  this  exer- 
cise of  the  ima2:ination  is  a  keen  stimulus  in  lan- 
guage work  and  as  nothing  else  can  do,  it  vitalizes 
History  and  Geography. 

IV.    T^n^ITTEN  EXPBESSION. 

The  power  of  children  to  comprehend  and  to  express  them- 
selves orally  will  at  all  stages  of  their  development  exceed  their 
power  to  express  themselves  in  writing.  Their  proficiency  in 
oral  expression  must  therefore  exceed  their  proficiency  in  writ- 
ten expression. 

The  development  of  language  power  is  more  rapid  through 
oral  expression.  Hence  there  is  recommended  for  the  Seventh 
Grade  the  proportion  of  one-half  oral  and  one-half  written  work. 
Oral  expression  will  be  part  of  each  day's  program  in  language 
and  other  recitations.  Written  expression  should  be  called  for 
when  oral  work  has  prepared  the  way  for  it ;  it  cannot  be  regu- 
lated, so  far  as  time  is  concerned,  by  a  program. 

[  Daily  Practice. 

Written  expression  is  an  art  to  be  acquired  not  by  rule  but 
by  practice  and  habit.  Hence  a  few  minutes  each  day,  or  on 
several  days  of  the  week,  should  be  assigned  for  writing  subse- 

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quent  to  the  oral  preparation.  The  daily  paragraph  or  theme 
should  take  precedence  over  the  longer  and  more  formal  written 
paper. 

The  Monthly  Long  Paper. 

About  once  or  twice  a  month  pupils  should  prepare  a  paper 
of  several  pages  in  order  that  they  may  learn  to  discuss  a 
subject  fully  and  logically  and  that  they  may  gain  the  power 
of  handling  larger  units  of  material.  Outlines  will  usually  be 
imperative  in  these  occasional  papers.  If  the  teacher's  judg- 
ment confirms  making  these  efforts  more  frequently  the  oppor- 
tunity should  be  afforded,  provided  the  daily  paragraphs  and 
shorter  units  still  have  precedence  over  the  long  papers.  The 
attention  of  teachers  is  called  to  the  requirements  in  sentence 
structure,  paragraphing,  headings,  and  margins  under  ^^Tech- 
nicalities of  Expression,  I.  Arrangement."  Independent  par- 
agraphing should  be  required  of  all  pupils  in  every  written 
paper. 

Suggestions. 

^  The  written  papers  of  the  pupils  should  be  reviewed  for  the 
purpose  of  calling  attention  to  the  relation  of  sentences  and 
paragraphs,  to  the  use  in  some  degree  of  the  topic  sentence,  to 
coherence  and  clearness  of  thought,  as  well  as  to  the  minor 
matters  of  punctuation,  capitalization  and  spelling.  It  is  sug- 
gested, as  preliminary  steps  to  these  higher  forms  of  written 
expression,  that  the  proper  relation  of  sentences  in  the  para- 
graph to  the  leading  thought,  the  use  of  the  topic  sentence 
which  contains  the  leading  thought  and  the  proper  relation  of 
paragraphs  to  each  other  be  studied  by  observation  from 
model  printed  paragraphs. 

Seventh  Grade  pupils  may  not  uniformly  exemplify  the 
right  use  of  sentences,  paragraphs  and  topic  sentences,  but 
the  ideal  should  be  placed  before  them  that  they  may  know  the 
standards  to  which  good  literature  conforms.  Teachers  must 
be  content  when  pupils  have  attained  a  fair  realization  of  these 
three  essentials  of  good  arrangement,  and  should  bear  in  mind 

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that  improvement  can  not  come  by  chance  but  only  through 
instruction  by  the  teacher  and  continued  practice  by  the  pupils. 
Neither  teacher  nor  class  should  be  disheartened  because  the 
instruction  and  practice  do  not  command  immediate  results. 

Correction  of  Papers. 

Pupils  should  be  held  to  the  habit  of  looking  over  their  own 
written  work  and  making  their  own  corrections.  This  power 
of  self-help  affords  pupils  the  pleasure  of  doing  things  for 
themselves,  and  relieves  the  teacher  of  work  which  can  and 
should  be  done  by  the  pupils.  Such  corrections  made  by  the 
^J^upils  themselves  are  infinitely  more  effective  than  the  same 
corrections  made  by  the  teacher. 

In  developing  this  power  of  self-help  it  will  be  helpful  to 
devote  an  occasional  period  to  giving  pupils  individual  criti- 
cism as  they  write.  Such  a  custom  followed  too  closely  would 
work  serious  interference  with  the  concentration  of  thought 
upon  a  given  subject.  The  discerning  teacher  will  watch  for 
the  opportunity.  Usually  such  a  period  would  be  appropri- 
ate when  the  pupils  are  writing  a  second  reproduction  upon  the 
same  topic  or  a  reproduction  may  be  selected  for  this  distinct 
purpose.  The  teacher  will  pass  among  the  pupils  as  they  write, 
quickly  noting  and  correcting  errors  and  using  blackboard  to 
show  correct  forms.  Corrections  may  be  offered  in  the  appear- 
ance of  papers,  paragraphing,  sentence  structure,  punctuation, 
•  spelling,  the  wrong  use  of  words,  etc.  Such  corrections  are  ef- 
fective because  they  prevent  the  error  in  the  making. 

This  period  of  co-operative  corrections  may  be  varied  by 
giving  exercises  in  transforming,  combining,  condensing  and 
otherwise  varying  the  pupils'  sentences  in  order  to  encourage 
them  to  express  more  exactly,  or  more  pleasantly,  what  they 
w^rite.  The  consciousness  of  good  sentence  structure  is  thus 
aroused. 

When  this  period  of  co-operative  corrections  is  replaced  by 
independent  writing  by  the  class  it  will  be  advisable  to  have 
a  special  aim  in  each  lesson,  e.  g.,  correct  use  of  words,  punctu- 
ation, sentence  structure,  correct     paragraphing,  relation  of 

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sentences  and  paragraphs,  etc.  One  such  special  aim  should 
most  frequently  be  the  correction  of  some  common  error  in  a 
former  lesson. 

In  all  written  work  the  sympathetic  correction  of  common 
and  frequent  violations  of  good  English  will  be  far  more  effect- 
ive than  a  standard  of  excellence  impossible  of  attainment. 

^    TUT  Ty  {  Reactions  from  ^^A'^  II  and  IV. 

1.   Written  Eeproducttox  :   ^  -n.       .,      .      j?         i  j     i.- 

I  Resultant  of  oral  reproduction. 

Outline. 

1.  Small  proportion  of  written  reproduction. 

2.  Clearness,    coherence    and    conciseness    of    expression 

should  become  the  main  purposes  of  written  reproduc- 
tion in  Seventh  Grade. 

3.  Development  of  right  habits  of  study. 

1/  4.  Paraphrase  — condensation  — reduction  — summary  — 
newspaper  headlines — current  news  in  brief  state- 
ments— telegrams — all  contribute  to  practice  in  con- 
cise writing.    * 

5.  Practical  use  of  summaries  in  text-books,  etc.     Former 

outlines  analyzed  for  condensation.     Other  plans  for 
concise  written  expression. 

6.  Reproductions  compared  for   discrimination   shown  by 

pupils.    Importance  of  training  power  to  discriminate. 

7.  Concise  writing  and  analysis  are  foundations  of  good 

judgment  and  right  habits  of  independent  study. 

8.  Written  reproductions  based  upon  selections  from  litera- 

ture. 

Syllabus. 
1.  It  is  recommended  under  oral  expression  that  oral  repro- 
duction should  be  made  secondary  to  oral  invention. 
Written  reproduction  should  occupy  even  a  more  sec- 
ondary relation  to  written  invention.  A  small  fraction 
only  of  the  work  of  oral  reproduction  should  be  repeat- 
ed for  written  reproduction.     Exact  reproduction  as 

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required  in  the  lower  grades  will  seldom  be  called  for 
in  grammar  grades.  One  exception  will  occur  in  the 
written  reproductions  based  upon  previous  oral  pre- 
paration of  topics  from  the  assigned  selections  of  litera- 
ture. 

2.  Written  reproduction  since  it  furnishes  material  ready 

at  hand  should  serve  the  purpose  in  the  Seventh  and 
Eighth  Grades  of  achieving  clearness,  conciseness  and 
coherence  in  expression.  Written  reproduction  affords 
the  teacher's  opportunity  in  the  upper  grades  to  teach 
pupils  to  analyze  another's  written  thought,  to  dis- 
criminate between  the  essential  and  non-essential,  to 
eliminate,  to  arrange  in  logical  order  and  to  select  the 
kernels  of  the  original  passage. 

3.  The  teacher  is  thus  developing  from  the  printed  page  far- 

reaching  habits  of  study.  The  training  in  the  English 
work  is  again  contributing  directly  to  the  proper  pre- 
paration of  lessons  in  other  subjects. 

4.  Moderate  use  should  be  made  of  the  paraphrase  to  test 

the  pomprehension  of  the  original  passage.  Frequent 
use  should  be  made,  however,  of  condensation  or  re- 
duction, the  summary  of  an  oral  reproduction,  sum- 
maries of  newspaper  articles  as  practiced  in  periodicals 
of  current  events,  summaries  of  History  and  Geography 
lessons,  abbreviated  headlines  in  newspapers,  gleaning 
of  current  news  in  brief  statements,  the  preparation  of 
telegrams  reduced  from  business  correspondence,  etc. 

5.  The  practical  uses  of  the  summary  should  be  studied  in 

text  books,  newspapers,  periodicals,  advertising,  etc. 
Opportunities  for  making  such  summaries  afford  ex- 
.  cellent  study  in  condensation  and  conciseness.  Outlines 
used  in  all  forms  of  oral  and  written  expression  may  be 
studied  for  closer  analysis  and  further  condensation  as 
a  preliminary  step  in  reduction  and  conciseness  of  the 
original  efforts  whether  oral  or  written.  Oral  reproduc- 
tions should  frequently  be  thus  summarized  and  reduced 
in.  written  reproductions.     One   such  reduction  could 

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well  be  followed  by  another  on  the  same  topic  for  fur- 
ther condensation.  Practice  could  also  be  afforded  in 
making  several  outlines  on  the  same  subject  from  dif- 
ferent view  points. 

6.  Reproduction  based  upon  these  varied  outlines  will  pro- 
vide interesting  comparisons  in  the  individual  papers. 
The  good  work  of  discriminating  pupils  will  thus  in- 
spire discrimination  on  the  part  of  others.  The  power 
of  discrimination  is  often  the  only  distinction  between 
individual  pupils  and  the  same  faculty  will  become  the 
distinctive  difference  in  their  later  lives.  The  responsi- 
bility which  Seventh  and  Eighth  Grade  pupils  are  be- 
ginning to  feel,  and  which  falls  upon  them  increasingly 
in  the  now  rapid  progress  toward  independent  manhood 
and  womanhood,  will  be  met  and  fulfilled,  provided 
they  are  given  the  power  to  analyze,  to  discriminate,  to 
distinguish  between  that  which  is  important  and  unim- 
portant and  to  choose  wisely. 
^  7.  The  beginnings  of  good  judgment  are  laid  in  this  practice 
of  analyzing,  summarizing,  condensing  and  independent 
choosing.  The  same  practice  affords  the  training  which 
every  pupil  must  have  for  right  habits  of  independent 
study.  It  might  be  a  question  of  some  doubt  what  pro- 
portion of  pupils  leave  school  because  this  training  is 
not  given,  but  there  can  be  no  doubt  that  some  pupils 
fail  because  of  a  lack  of  such  training. 

8.  The  one  exception  to  the  work  outlined  above  mil  be 
written  reproduction  based  upon  topics  from  the  as- 
signed selections  from  literature.  Such  written  work 
will  be  the  sequel  to  an  oral  reproduction  of  the  same 
topic.  The  outline  for  the  oral  reproduction  is  a  guide 
to  the  written  work. 
V  9.  The  long  written  reproduction  may  be  distributed  in 
parts  among  several  groups  of  pupils  and  cooperatively 
the  pupils  complete  the  reproduction.  A  later  repro- 
duction of  the  entire  outline  may  be  required  of  all 
pupils.    After  this  prolonged  effort  recognition  should 

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be  given  to  the  best  reproductions  by  \\Siymg  them  read 
before  the  class. 

2.  Written  Invention  :   \  Reactions  from  "A"  I,  III  and  IV. 

(  Eesultant  of  Oral  Invention. 

Outline. 

1.  "Written  invention  has  precedence  over  written  reproduc- 

tion. 

2.  Material  used  in  oral  expression  now  available  for  writ- 

ten invention. 

3.  Teacher  writing  with  class  to  create  a  common  bond  in 

the  same  effort. 

4.  Teacher's  judgment  kept  in  background;  pupiPs  origi- 

nality conditioned  on  his  own  viewpoint. 

5.  Assignments  for  written  work  given  when  desire  to  write 

is  evident. 

6.  Daily  practice  in  short  papers. 

7.  Daily  practice  on  sub-topics  of  a  subject  continued  over 

several  lessons ;  this  develops  the  habit  of  giving  time 
and  thought  and  continued  application  to  the  same  sub- 
ject. 

8.  Impromptu  writing  upon  familiar  topics. 

9.  Plans  for  apportioning  the  monthly  and  bimonthly  long 

papers  between  written  reproduction  and  written  inven- 
tion. 

10.  Eough  drafts  and  completed  papers  kept  on  file  to  show 

progress. 

11.  Range  of  topics  given  in  oral  invention;  to  which  are 

added, 

a.  Original  stories. 

b.  Original  stories  based  on  filling  in  of  one  or  more. 

introductory  paragraphs  read  by  the  teacher. 

c.  Pupils '  additions  to  stories  previously  reproduced. 

Syllabus. 
1.  In  the  Seventh  Grade  written  inventions  must  have  pre- 

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cedence  over  written  reproduction.  The  attention  of 
the  teacher  is  again  called  to  the  opening  paragraph  in 
this  outline  under  ''Written  Expression"  and  espe- 
cially to  the  paragraphs  on  "Daily  Practice"  and  the 
' '  Monthly  Long  Paper. ' ' 
Assignments  for  written  invention  should  be  selected 
from  topics  previously  developed  in  the  conversation 
and  oral  invention  lessons.  Facts  have  been  told  and 
retold  and  the  telling  criticized  by  various  members  of 
the  class;  the  pupils  are  asked  to  tell  on  paper  some- 
thing which  they  know  too  well  to  forget,  and  in  which 
they  are  too  much  interested  to  be  daunted  by  the  me- 
chanical difficulties  of  written  expression;  such  a  pro- 
cess bridges  over  the  formidable  gap  between  oral  and 
written  speech,  making  the  latter  distinctly  easier  and 
more  natural.  Only  a  portion  of  the  oral  work  should 
be  chosen  for  a  permanent  record  in  writing. 

3.  Teachers  will  stimulate  their  pupils  by  writing  with  the 

class  on  the  subjects  assigned.  A  bond  of  sympathy  in 
the  same  effort  made  by  teacher  and  pupils  will  be 
established  which  will  encourage  the  pupils,  increase 
the  teacher's  own  power,  and  give  a  point  of  view 
common  to  both  teacher  and  class.  The  teacher's 
criticisms  and  suggestions  following  such  an  experience 
will  be  sympathetic  and  win  a  measure  of  response 
from  the  pupils  never  to  be  gained  where  the  teacher 
is  merely  a  directing  critic. 

4.  Both  teacher  and  class  should  write  independently.    The 

teacher's  judgment  should  be  kept  in  the  background, 
prior  to  the  writing.  The  child's  originality  is  condi- 
tioned on  his  own  viewpoint,  not  the  teacher's.  Pro- 
ductions full  of  adult  opinions  and  judgments  are 
prima  facie  evidence  of  lack  of  children 's  originality ; 
the  aim  is  to  secure  the  results  of  the  pupils '  own  men- 
tal efforts  no  matter  how  childish  and  crude  they  may 
be. 

5.  The  desire  to  write  will  come,  as  interest  develops  in  the 

topic  through  the  oral  preparation  in  conversation  and 

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SEVENTH   GRADE 


oral  invention.  Writing  should  be  required  when  the 
desire  is  manifest;  the  time  should  never  be  deter- 
mined by  a  program,  but  should  be  chosen  when  en- 
thusiasm and  spontaneity  are  evident.  If  this  involves 
loss  of  time  in  the  schedule  for  another  lesson,  restitu- 
tion of  the  appropriated  time  can  be  made  on  the  fol- 
lowing day.  Postponing  the  writing  because  of  an  in- 
flexible daily  program  means  the  loss  of  the  right  op- 
portunity. 

6.  Assignments  in  written  invention  should  not,  except  as 

indicated  later,    call    for    prolonged  efforts  from  the 
pupils.    Daily  practice  in  written  inventive  work  will 
most  naturally  follow  oral  development  of  a  topic  in 
the  same  day's  schedule  or  in  the  succeeding  day's  Ian-, 
guage  period. 

7.  Daily  practice  upon  sub-topics  of  a  subject  may  be  con- 

tinued over  geveral  lessons.  The  power  of  continued 
and  repeated  application  to  the  same  general  subject 
brings  a  final  satisfaction  in  an  actual  achievement 
which  contributes  much  to  the  pupil's  self-reliance.  The 
habit  of  giving  time  and  thought  to  any  genuine  work 
is  worthy  of  becoming  a  fixed  possession  in  the  pupil's 
training.  Fidelity  in  performance  of  an  undertaking 
engenders  respect  for  the  work.  Cooperative  outlines 
previously  employed  in  oral  preparation  of  the  subject 
will  be  essential  to  the  elaboration  of  the  same  subject 
in  this  daily  limited  practice  on  successive  days.  Each 
day's  contribution  will  be  restricted  to  a  relatively  small 
portion  of  the  day's  language  period. 

8.  Frequently  quick,  spontaneous  writing  should  be  called 

for  upon  some  subject  already  so  well  fixed  in  the  minds 
of  the  class  that  it  does  not  require  oral  preparation. 

9.  In  the  Seventh  Grade  B  one  long  formal  paper  should 

be  required  each  week,  and  in  the  Seventh  Grade  A  one 
or  two  such  papers  each  month ;  the  number  in  the  lat- 
ter grade  should  be  determined  by  the  teacher's  judg- 
ment of  the  pupils '  proficiency.    Such  papers  should  be 


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apportioned  between  written  reproduction  and  written 
invention.  In  written  reproduction  such  papers  will 
usually  be  based  upon  the  assigned  selection  by  the 
teacher.  The  occasional  long  paper  for  written  inven- 
tion may  be  based  upon  the  topic  developed  in  daily 
practice  upon  successive  days,  upon  Geography  or  His- 
tory, upon  a  topic  chosen  from  the  pupiPs  experience, 
or  upon  a  topic  from  any  other  source  which  elicits  the 
pupiPs  enthusiasm  and  interest.  This  may  involve  the 
selection  of  individual  topics  suited  to  the  different  per- 
sonalities of  the  pupils.  If  such  diversity  of  choice  pre- 
determines the  quality  of  the  papers  the  choice  should 
be  afforded  without  question. 

10.  A  rough  draft  and  a  completed  paper  by  each  pupil  from 
the  beginning,  the  middle  and  the  end  of  the  term, 

might  be  kept  to  show  progress  and  to  bring  to  pupils 
the  inspiring  conviction  that  they  have  made  progress 
in  their  power  of  self-expression. 

11.  The  range  of  topics  for  written  invention  has  been  partly 

given  in  oral  invention,  viz.,  expanding  a  topic  sentence 
into  a  paragraph,  pictures  translated  into  language 
stories,  mental  pictures  synthetically  produced,  various 
forms  of  amplification  and  the  elaboration  of  a  topic 
selected  from  other  subjects  of  the  course  of  study. 
To  these  sources  should  be  added : 

a.  Original  stories  wholly  invented  by  the  pupils. 

b.  Original  stories  based  upon  filling  in  of  one  or  more 

introductory  paragraphs  read  by  the  teacher. 

c.  Additions  of  the  pupiPs  own  invention  to  stories 

reproduced  as  dialogue,  additional  scenes  or  am- 
plification of  plot. 

3.  Letter  Writing. 

Outline. 

1.  Social  correspondence,  main  work  for  development. 

2.  Eeview  of  letter-writing  of  former  grades — letters   of 

friendship  and  business  correspondence. 

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SEVENTH   GRADE 


3.  Motives  and  suggestions  in  letters  of  friendship. 

4.  Motives  and  suggestions  in  business  correspondence. 

Syllabus.  ^ 

1.  Social  correspondence,  letters  of  invitation,  acceptance, 

regret  and  other  social  forms  should  form  the  main 
practice  in  the  Seventh  Grade.  Such  correspondence 
should  be  motived  for  the  reality  and  vitality  which  all 
letter-writing  requires.  The  common  exchanges  in 
formal  social  correspondence  shoujd  be  the  models  for 
the  pupils'  correspondence.  Their  own  personalities 
should  enter  into  the  work.  Training  in  these  social 
customs  introduces  into  the  pupils*  lives  respect  for 
the  refinements  of  social  conventions.  Such  training 
may  be  the  child's  introduction  to  the  established  con- 
ventions of  society  and  lead  to  a  desire  to  conform  in 
all  social  intercourse  to  the  usages  of  society. 

2.  Practice  in  formal  social  correspondence  should  be  sup- 
•    plemented  by  the  review  of  letter-writing  of  former 

grades — letters  of  friendship  and  business  correspond- 
ence. Particular  attention  should  be  given  to  the  re- 
view of  the  business  letters  of  the  Sixth  Grade.  This 
review  and  the  new  work  in  formal  social  forms  will 
assure  the  variety  of  practice  in  letter-writing  which 
should  do  much  toward  vitalizing  Seventh  Grade  letter 
writing. 

Attention  is  called  to  the  following  suggestions  in  the  out- 
lines of  preceding  grades : — pupils  acknowledge  letters 
received,  reply  to  friend's  inquiries,  include  items  of 
interest  to  the  friend,  ask  questions  the  writer  may 
wish  answered.  Pupils  may  write  from  the  point  of 
vieAv  of  another,  e.  g.,  a  character  in  a  story,  a  person 
supposed  to  live  in  some  foreign  country  describing 
the  life  as  studied  in  Geography,  an  historical  character 
whose  letters  will  contain  some  of  the  incidents  in  the 
biographies  studied  in  History,  or  a  person  on  foreign 
travel  again  emplojdng  material  already  prepared  in 

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Geography.  Letters  of  friendship  may  also  be  written 
to  friends  or  relatives,  to  pupils  of  another  grade, 
school  or  city  and  to  the  teacher  in  reply  to  a  letter 
from  hej". 

4.  Business  letters  easily  supply  their  own  incentives.  The 
business  firm,  the  address  and  the  nature  of  the  com- 
munication should  be  definitely  assigned.  Letters  of 
actual  business  correspondence  may  be  obtained  and 
dictated  to  make  plain  the  prevailing  business  custom. 
Such  letters  might  also  be  answered. 
Pupils  should  be  taught  to  avoid  trite  opening 
sentences  which  have  become  stereotyped.  Modern 
business  methods  require  that  the  subject  be  intro- 
duced at  once  without  unnecessary  preface.  The 
proper  form  of  folding  letters  and  addressing  en- 
velopes will  contribute  to  making  letters  real. 
Accuracy  and  neatness  are  the  essential  requirements 
,  •   in  business  correspondence  and  both  should  be  insisted 

upon  as  the  primary  aims  in  all  business  letters. 

C.     Technicalities  of  Expression 

It  is  recommended  that  the  allotted  time  of  250  minutes  per 
week  for  Language  and  Grammar  in  Seventh  Grade  be  appor- 
tioned between  an  equivalent  of  150  minutes  for  Grammar  and 
100  minutes  for  Language.  The  time  schedule  also  allots  150 
minutes  a  week  for  Eeading.  This  time  is  available  for  read- 
ing, literature,  study  of  the  chosen  selection  of  literature  and 
otlier  work  under  ^'A''  ^* Sources  of  Thought  Material"  or 
**  Impression." 

I.    ARRANGEMENT. 

1.  Sentence  Steuctuke. 

Prior  to  the  Sixth  Grade,  pupils  have  used  simple  sen- 
tences in  their  written  work.  In  the  Sixth  B  they  be- 
gan the  use  of  the  complex  sentence  with  no  attempt 
at  analysis  of  any  kind.     In  the  Sixth  A  practice  was 

206 


SEVENTH  GRADE 


given  in  the  use  of  the  compound  sentence.  Pupils 
have  learned  to  recognize  subject  and  predicate  and  to 
recognize  parts  of  speech. 

In, the  Seventh  Grade  practice  in  the  use  of  complex 
and  compound  sentences  should  be  continued.  The 
analysis  of  these  sentences  is  part  of  the  Eighth 
Grade  outline.  In  the  Seventh  the  analysis  and  dia- 
graming of  simple  sentences  is  part  of  the  Grammar 
outline.  Practice  should  be  given,  however,  in  com- 
bining short  related  sentences  into  one  longer  complex 
or  compound  sentence,  and  in  dividing  complex  and 
compound  sentences  into  simple  sentences. 
The  distinction  of  form  between  simple,  complex  and 
compound  sentences  and  the  structure  of  the  two  lat- 
ter are  thus  made  plain. 

Expanding,  condensing  and  transforming  sentences 
will  develop  a  sense  of  good  sentence  structure.  Coni- 
bining,  contracting,  comparing  and  relating  two  or 
more  things  or  ideas  are  in  themselves  valuable  men- 
tal training,  in  addition  to  their  contribution  in  devel- 
oping power  in  sentence  structure. 

No  monthly  or  final  test  in  Seventh  Grade  Language 
should  involve  questions  of  the  pupils'  use  or  knowl- 
edge of  complex  and  compound  sentences. 

2.  Pakagraphing. 

/^Independent  paragraphing  has  been  practiced  since  the 
Fifth  Grade.  The  technique  of  indentation  has  been 
mastered.  The  study  of  the  topic  sentence,  the  rela- 
tion of  sentences  to  the  central  idea  of  the  paragraph 
contained  in  the  topic  sentence,  the  relation  and  logi- 
cal order  of  paragraphs,  have  been  observed  and  prac- 
ticed to  some  extent  in  preceding  grades.  This  work 
cannot  be  delegated  to  any  one  grade  but  must  be  con- 
tinuous and  progressive  through  the  upper  grades. 
The  observation,  study  and  practice  thus  far  should  be 

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the  basis  upon  which  to  continue  advanced  work  in  the 
Seventh  Grade. 

Coherence  and  clearness  of  thought  should  become  more 
prominent  in  the  teacher's  review  of  pupils'  work,  and 
should  be  brought  to  the  focus  of  attention  in  the 
pupils'  minds. 

In  connection  with  these  suggestions  in  paragraphing,  the 
teachers'  attention  is  called  to  the  discussion  of ,  this 
subject  under  **  Written  Reproduction"  in  this  outline, 
and  particularly  to  the  fact  that  teachers  must  expect 
only  an  approximation  to  the  standards  placed  before 
the  class.  It  is  essential  that,  even  if  an  approximation 
is  to  be  realized,  the  ideal  must  be  kept  before  the  mind 
and  practice  afforded  the  pupils. 

3.  Outlines. 

In  the  Sixth  Grade  A  soiiae  practice  has  been  given  in  in- 
dependent outlining;  prior  to  this  only  co-operative 
outlining  was  required.  In  the  Seventh  Grade  and 
Eighth  Grade  pupils  should  outline  independently. 
Ability  to  do  this  will  vary;  in  all  cases  the  judgment 
of  the  teacher  must  determine  whether  she  will  do  co- 
operative work  with  the  class  or  with  individual  pupils. 
Pupils  should  draw  distinctions  between  essential  and  non- 
essential matter;  they  should  determine  the  order  and 
logical  sequence  of  main  and  sub-topics.  It  may  usual- 
ly be  wise  to  revise  the  first  outline  for  closer  analysis 
/  and  further  condensation. 

^  Outlines  should  not  be  carried  so  far  into  detail  that  all 
spontaneity  is  taken  away  in  writing.  Outlines  should 
be  used  as  guides  and  helps  in  oral  and  written  expres- 
sion; pupils  should  use  them  as  helpful  aids  in 
their  work  of  expression ;  they  must  avoid  becoming 
slavishly  dependent  upon  them.  Outlines  should  be 
omitted  in  the  daily  practice  of  written  expression, 
and  in  short  exercises  of  oral  and  written  expression. 
Serious  objection  can  be  made  to  outlines  if  the  above 
cautions  are  not  observed. 

208 


SEVENTH  GRADE 


4.  Lettek  Fokms. 

Eeview  letters  of  friendship  and  business  correspondence 
and  develop  new  work  in  social  forms  of  invitation,  ac- 
ceptance, regret,  etc. 

5.  Headings  and  Makgins. 

Teachers  are  referred  to  the  Third  Grade  A  syllabus  for 
the  established  forms  in  headings  and  margins  of  writ- 
ten papers.  Continuous  application  of  these  forms,  if 
consistent  through  the  grades,  will  result  in  the  auto- 
matic and  general  use  of  uniform  margins  and  head- 
ings. 

II.    TECHNICALITIES  OF  LANGUAGE  AND  GRAMMAR. 

Seventh  Grade  B. 

1.  Capitals. 

a.  Require  proper  use  of  capitals. 

2.  Punctuation. 

a.  Require  uses  of  punctuation  already  taught.     See  Gen- 

eral Digest. 

b.  Comma  to  set  off  connecting  adverbs  introducing  sen- 

tence, e.  g.,  finally,  moreover,  first,  etc. 

3.  Abbreviations. 

a.  Classify,   in   brief   review,    abbreviations   of   preceding 
grades. 

4.  Preparation  of  DicTionaky  Work. 

a.  Review  of  previous  work. 

b.  Exercises  in  opening  dictionary  promptly  to  give  letter 

or  word. 

c.  As  a  result  of  the  training  in  this  and  preceding  grades, 

pupils  should  be  able  to 

1.  Find  pronunciation  of  words,  including  accent. 

2.  Find  the  spelling  of  words. 

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ENGLISH 


3.  Find  the  meaning  of  words. 

4.  Use  the  index  in  Language,  History  and  other  books. 
5.  Grammar. 

Review  work  of  Sixth  Grade  and  learn  to  recognize  the 
remaining  parts  of  speech:  prepositions,  interjections 
and  conjunctions. 

Nouns : 

1.  Classification :  Proper,  common,  abstract,  collective. 

2.  Properties :     Person,  number,  gender,  case. 

3.  Declension:    Rules  for  formation  of  plural  number  and 

possessive  case. 

4.  Uses  in  sentence: 

a.  Nominative    case:    Subject,    predicate    nominative, 

appositive   (explanatory  modifier). 

b.  Possessive  case :  modifier  of  another  noun. 

c.  Objective  case:  object  complement,  appositive   (ex- 

planatory modifier),  object  of  a  preposition. 

5.  Parsing  of  nouns. 

Pronouns : 

1.  Classification:  Personal,  relative  and  interrogative  (op- 

tional— demonstrative,  reflexive  and  indefinite). 

2.  Properties:  Person,  number,  gender,  case. 

3.  Declension:  Special  emphasis  on  nominative  and  object- 

ive cases   and  their  proper  use.     Agreement  of  pro- 
nouns with  antecedents. 

4.  Uses  in  sentence: 

a.  Nominative  case:    Subject,  predicate  nominative. 

b.  Possessive  case:  Adjective  modifier  of  nouns. 

c.  Objective  case:  Object  complement,  object  of  prep- 


osition. 
5.  Parsing  of  pronouns. 


210 


SEVENTH   GRADE 


Seventh  Grade  A, 

1.  Capitals. 

a.  Require  proper  use  of  capitals. 

2.  Punctuation^. 

a.  Require  uses  of  punctuation  already  taught.     See  Gen- 

eral Digest. 

b.  Comma  to  set  off  connecting  adverbs,  introductory  sen^ 

tence,  e.  g.,  finally,  moreover,  first,  etc. 

3.  Abbreviations. 

a.  Classify,  in  brief    review,    abbreviations    of   preceding 
grades. 

4.  Preparation  for  Dictionary  Work. 

Hepeat  work  of  Seventh  B. 

5.  Grammar. 

Adjectives : 

1.  Classification:  descriptive  and  demonstrative.     Article: 

definite  and  indefinite.    Numeral:  cardinal  and  ordin- 
al.   Proper  adjective. 

2.  Comparison:  regular  and  irregular.     Rules  for  forma- 

tion of  positive,  comparative  and  superlative. 

3.  Use  in  sentences : 

a.  Attributive  adjective. 

b.  Predicate  adjective. 

4.  Parsing  of  adjectives.     (Adjective  phrases  and  clauses 

taught  as  modifiers  of  a  noun.) 

Adverbs : 

1.  Classification:  place,  time,  manner,  degree,  cause. 

2.  Comparison:  regular  and  irregular.     Rules  for  forma- 

tion of  positive,  comparative  and  superlative. 

3.  Use  in  sentence:  modifier  of  verb,  adjective  or  another 

adverb. 
4.* Parsing    of    adverbs.     (Adverbial    phrases    taught    as 
modifiers  of  verbs.) 

211 


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Prepositions : 

1.  Most  common  prepositions. 

2.  Use  in   sentence;   introducing  adjective   and   adverbial 
phrases. 

Interjections : 

1.  Eecognition  of  most  common  interjections. 

2.  Uses  in  sentence:  Independent  elements. 
Analysis  and  diagraming  of  simple  sentences. 

III.    DICTATION  AND  WEITING  FROM  MEMORY. 

Dictation  should  be  used  to  furnish  models  in  complex  and 
compound  sentence  structure ;  in  the  unity  of  sentences  in  a 
paragraph ;  the  proper  relation  of  paragraphs ;  in  business  let- 
ters and  in  any  other  form  or  method  of  written  expression 
which  the  teacher  is  developing.  It  is  also  used  in  the  practice 
and  test  of  technicalities.  New  and  difficult  words  should  be 
placed  on  the  blackboard. 

Dictation  should  create  power  of  sustained  attention  and 
concentration ;  it  should  be  given  in  sentences,  clauses  or  modify- 
ing phrases,  and  never  repeated.  It  trains  the  ear,  serves  to 
connect  spoken  with  written  language,  teaches  the  pupil  to  write 
automatically  the  word  that  is  in  the  mind,  and  develops  power 
of  self-help  in  that  pupils  can  correct  their  own  papers  by  refer- 
ence to  the  printed  page.  It  will  often  restore  a  restless  and 
nervous  grade  to  quiet  self-control. 

Writing  from  memory  poems,  quotations  and  other  selec- 
tions affords  practice  in  the  use  of  capitals  and  punctuation  and 
fixes  the  selection  firmly  in  the  memory. 

*  IV.    CORRECT  USE. 

In  course  of  preparation. 


212 


I 


EIGHTH   GRADE 


Eighth  Grade 


(When  distmctions  have  been  made  between  the  work  in 
the  B  and  A  Classes  they  are  included  in  separate  paragraphs, 
headed  by  the  captions — Eighth  B  and  Eighth  A). 

A.     Sources  of  Thought  Material — 
Impression 

1.     EXPERIENCES  OF  A  CHILD'S  LIFE. 

1.  Personal. 

a.  Home  Life. 

1.  My  Favorite  Cooking  Recipes. 

2.  ^^Many  Hands  Make  Light  Work.'' 

3.  How  can  Home  be  made  a  Social  Center? 

4.  What  I  did  last  Saturday  and  Sunday. 

5.  W^hen  you  have  a  home,  how  will  you  have  it? 

6.  How  my  School  Work  has  helped  in  my  Home. 

7.  ^^A  House  does  not  make  a  Home" — Why? 

b.  School  Activities, 

1.  Why  every  Boy  and  Girl  should  know  how  to  swim. 

2.  Our  Track  Meet. 

3.  Invent  if  you  can  a  new  game.    Let  Grade  play  it. 

4.  Describe  an  Ideal  Playground. 

5.  How  can  we  best  use  our  Assembly  Hall. 

6.  Debate:  Some  one  broke  a  window;  you  know  who 

it  was;  no  one  else  saw  it  done;  you  have  said 
that  you  know  who  broke  it.  Should  the  teacher 
ask  you  to  tell?  Should  you  be  punished  if  you 
refuse  to  tell? 

213 


ENGLISH 


7.  Hygiene  for  Athletes. 

8.  How  my  school  work  will  help  me  in  the  future. 

c.  Street  Incidents, 

1.  A  Street  Car  (or  Auto)  accident — ^Why? 

2.  The  Finest  Parade  I  ever  saw. 

3.  Municipal  regulations  of  streets — cleaning,  traffic, 

etc. 

4.  After  a  Snow  Storm. 

5.  Imagine  that  you  are  standing  at  Sibley's  Corner. 

Tell  what  you  will  see  by  standing  there  for  five 
minutes. 

6.  ^^The  Mounted  Police.'' 
7;  ^^ Safety  First." 

8.  How  to  get  on  and  off  a  Street  Car. 

9.  Care  of  young  children  and  old  people. 

2.  Social. 

Cliild's   Environment   and  Relation   to   Society   and   Hu- 
manity. 

1.  Giving  up  my  seat  in  the  Street  Car. 
•2.  To  whom  should  I  be  most  respectful? 

3.  A  Pleasant  Evening. 

4.  Skating. 

5.  Sleigh-ride  Party. 

6.  -What  every  boy  or  girl  of  fourteen  years  should 

contribute  to  school,  family,  church,  neighborhood. 

7.  My  Friend. 

8.  ^^Am  I  my  Brother's  Keeper?" 

3.  Industkial. 

Child's  Knowledge  and  Observations  of  Industries. 

The  Eighth  Grade  should  further  develop  the  work 
suggested  in  the  Seventh  Grade.  (See  Seventh 
Grade  Outline.) 

214 


EIGHTH  GRADE 


4.  Civic. 

See  Outline  in  Civics. 

11.     LITERATURE. 

1.  Poetry. 

Eighth  Grade  A  and  B. 

Poems  to  be  memorized  (a  minimum  of  three  each  term.) 

Awakening  of  Spring  (Tennyson) 3-68,  40-259 

Eve  Before  Waterloo    (Byron) 40-277 

Order  for  a  Picture  (Carey) 40-217 

Recessional  (Kipling)   3-270,  40-245 

Rest   (Goethe) 2-191 

Union  and  Liberty  (Holmes) 2-97 

Barbara  Fritchie   (Whittier) 40-290 

Sheridan's  Ride   (Read) 16-332 

Love  of  Country  (Scott) 30-121,  40-236 

Graves  of  a  Household  (Hemans) 2-121 

The  Crowded  Street  (Bryant) 40-177 

Tears,  Idle  Tears  (Tennyson) 10-287 

Light  of  Other  Days   (Moore) 3-111 

The  Rainy  Day  (Longfellow) 40-184 

In  Memoriam   (Tennyson) 

The  Arrow  and  the  Song  (Longfellow) 7-84 

0  Captain,  My  Captain  (Whitman) 16-323 

Song  of  the  Camp  (Taylor) 9-70 

Idylls  of  the  King  (Tennyson) 

2.  Prose. 

Stories  and  Literature  Selections. 

Eighth  Grade  A  and  B  (a  choice  of  one  long  or  two  or 
more  short  literature  selections  each  term). 

The  selections  for  which  no  reference  to  the  English  Li- 
brary is  made  are  long  stories  which  should  be  read 
by  the  class  from  sets  of  books.  The  shorter  ones 
are  for  reproduction  and  conversation  exercises. 

215 


ENGLISH 

For  others  see  lower  grades. 

Lady  of  the   Lake Scott 

Treasure  Island    Stevenson 

Man  Without  a  Country Hale 

Merchant   of  Venice Shakespeare 

Little  Nell    Dickens 

Lay  of  the  Last  Minstrel Scott 

In  the  Wilderness Warner 

Marmion    Scott 

Twice  Told  Tales Hawthorne 

The  Childhood  of  David  Copperfield Dickens 

Julius  Caesar   Shakespeare 

The  Tempest   Lamb 

On  Books  Mabie 

Perfect  Tribute  Andrews 

Christmas  Carol   Dickens 

Silas  Marner Eliot 

The  Other  Wise  Man VanDyke 

The  Crisis  (A.  Lincoln)  Chapter  2 Churchill 

The  Man  of  Sorrows — Chapter  15 Churchill 

Eeturning  from  the  War — Eed  Eock Page 

Up  from  Slavery Washington 

A  Message  to  Garcia Hubbard 

Tales  from  Shakespeare Lamb 

Henry  the  Eighth Shakespeare 

Vicar  of  Wakefield Goldsmith 

Kilmeny Hogg 

Jean  Val Jean Hugo 

Story  of  Daniel Bible 

A  Watcher  in  the  AVoods Sharpe 

3.  Grade  Libraries.  . 

**One  half  of  education  consists  of 

Imowing  where  to  find  knowledge/^ 

Pupils  have  formed  the  habit  through  preceding  grades  of 

finding,  in  the  grade  libraries,  books  of  enjoyable  and 

profitable   reading.     Grade   Libraries   are   necessarily 

limited ;  with  a  comparatively  small  selection  of  suitable 


216 


I 


EIGHTH  GRADE 


books  they  will  soon  be  exhausted  by  upper  grade 
pupils ;  individual  tastes  are  beginning  to  be  apparent ; 
the  grade  libraries  must  supply  some  books  for  the 
varying  individual  tastes  in  reading;  and  therefore 
grade  libraries  are  practically  more  limited  in  the 
upper  grades  than  in  the  lower  grades  as  far  as  the 
individual  pupil  is  concerned. 

The  point  is  this — that  while  the  grade  libraries  supply  a 
limited  choice  for  individual  pupils  the  habit  of  read- 
ing good  literature  will  be  lost  in  the  Eighth.  Grade, 
unless  teachers  take  particular  pains  to  bring  the 
pupils  into  intimate  personal  contact  with  larger  public 
libraries.  It  is  earnestly  recommended  that  teachers 
refer  to  the  first  two  paragraphs  of  the  Seventh  Grade 
syllabus  under  '^ Grade  Libraries''.  Eighth  Grade 
teachers  should  outline  the  work  there  suggested  for 
the  Seventh  Grade. 

In  addition  to  the  suggestion  contained  in  the  Seventh 
Grade  syllabus  an  Eighth  Grade  teacher  will  find  it 
both  enjoyable  and  exceedingly  valuable  to  take  her 
class  to  a  public  library  by  appointment  with  the  Li- 
brarian. Teachers  are  requested  to  make  this  appoint- 
ment through  the  Director  of  Children's  Work  in  the 
Rochester  Public  Library.  A  cordial  welcome  on  the 
part  of  the  Library  officials  is  assured  to  every  teacher 
who  accepts  their  earnest  invitation  to  visit  the  library 
with  her  entire  class.  Such  a  visit  will  have  far-reach- 
ing results  in  broadening  the  pupil's  acquaintance  mth 
the  public  library  and  its  numerous  stations.  A  knowl- 
edge of  the  classifications  of  books,  of  the  simple  card 
indexes,  of  the  alphabetical  arrangement  of  books 
under  a  few  general  heads,  and  of  the  other  simple 
methods  of  easily  and  quickly  locating  a  specified  book, 
is  a  genuine  addition  to  an  Eighth  Grade  pupil's  educa- 
tion. Furthermore,  the  increased  familiarity  which 
will  come  to  the  pupils  from  the  information  obtained 
through  such  a  visit,  will  remove  at  once  and  for  all 
time  any  strangeness  which  they  may  feel  in  a  public 

217 


ENGLISH 

library.  Such  a  visit  should  be  planned  early  in  the 
Eighth  Grade;  and  the  teacher  should  thereafter  keep 
in  touch  with  pupils^  visits  to  Libraries. 

Frequently  a  language  period  should  be  set  aside  in  which 
pupils  may  talk  informally  and  freely  concerning  the 
books  they  have  read.  They  may  relate  portions  of 
the  plot,  the  scene  of  the  book,  the  age  of  which  it 
treats,  its  main  characters,  whether  it  is  history,  fiction, 
biography,  travel,  etc.  In  all  instances  they  should  give 
•  the  author — that  in  time  they  may  have  a  feeling  of 
personal  friendship  and  attachment  toward  favorite 
authors.  A  language  period  spent  in  this  informal  dis- 
cussion of  books  mil  have  a  two-fold  effect.  It  will 
fasten  the  essential  features  of  the  book  in  the  memory 
of  its  readers,  and  it  will  inspire  other  children  to  ob- 
tain for  themselves  the  benefit  and  the  enjoyment  which 
the  first  pupil  obtained  from  his  reading. 

Outside  reading  furnishes  an  inexhaustible  source  of  ma- 
terial for  oral  and  written  expression  upon  a  variety 
of  topics  from  books  which  individual  pupils  have  read. 

III.    PICTURES. 
Picture  study  should  correlate  with  other  outlines  at  hand 
IV.     OTHER  SUBJECTS  OF  THE  GRADE. 

Eighth  Grade  teachers  should  carefully  read  Chapter  II 
*  ^  Relation  of  Language  to  Other  Studies ' '  in  the  '  *  Special  Meth- 
od in  Language ' '  by  Dr.  Charles  McMurry.  A  copy  of  this  book 
has  been  supplied  to  each  Eighth  Grade  teacher.  The  use  of 
material  available  in  other  subjects  of  the  grade  is  thoroughly 
and  very  suggestively  treated  in  the  chapter  referred  to  above. 

Because  the  use  of  several  text  books  in  history  is  recom- 
mended in  the  history  course  of  study  the  following  paragraphs 
are  recopied  from  the  Seventh  Grade. 

218 


EIGHTH  GRADE 


The  opinions  upon  any  given  historical  topic  of  the  several 
authors,  and  the  outside  reference  reading  by  pupils  upon  his- 
torical topics,  supply  material  of  more  than  usual  value  for  both 
oral  and  written  expression.  Differences  of  opinion  gleaned  by 
pupils  from  different  sources  will  create  interest  for  a  lively  oral 
discussion. 

Topics  selected  from  other  subjects  of  the  grade  are  natural 
and  easy  centers  of  thought.  The  content  is  clear;  ideas  come 
readily  to  the  pupils '  minds  and  some  of  the  language  difficulties 
have  already  been  overcome.  The  language  lesson  has  its  own 
special  requirements  to  meet ;  and  removing  any  unnecessary 
difficulties  as  to  thought  material  leaves  the  mind  free  to  strug- 
gle more  effectively  with  the  special  difficulties  in  the  form  of 
expression. 

Employing  material  already  developed  is  a  double  economy ; 
it  supplies  material  for  expression  ready  at  hand  and  it  enriches 
the  other  subjects.  Topics  selected  from  these  sources  should  be 
elaborated  and  specifically  assigned  to  develop  the  fresh  in- 
terest essential  to  good  expression. 

B.     Reactions  from  Thought  Material — 
Expression 

Introduction. 

^  ^  By  fixing  a  simple  fundamental  aim  and  by  sticking  close- 
ly to  it  we  shall  save  much  time  for  better  things.  We  know  in 
a  general  way  that  an  indefinite  aim  means  a  scattered  and  in- 
coherent effort.  But  in  language  lessons  there  are  just  a  few 
things  that  need  to  be  thoroughly  done.  A  failure  to  see  these 
few  things  clearly  means  much  time  spent  on  doing  many  things 
that  need  no  attention  and  the  half  doing  of  the  things  that  are 
essential. ' '    ( Dr.  McMurry  '  ^  Special  Method  in  Language.  ^ ' ) 

Fundamental  Aim. 

The  fundamental  aim  of  preceding  grades — namely,  the 
ability  to  use  good  English — should  dominate  language  lessons 
in  the  Eighth  Grade.    Grammar  should  be  subordinated  to  ex- 

219 


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pression.  Subordinating  self  expression  to  Grammar  is  revers- 
ing the  natural  and  true  sequence  of  the  entire  course  of  study. 
The  culmination  of  the  ideals  set  for  preceding  grades,  growth 
of  power  in  oral  and  written  expression,  should  be  attained  in 
the  Eighth  Grade  so  far  as  Elementary  Schools  are  concerned. 

Developing  Correct  Oral  Speech. 

^^  Language  lessons  from  one  point  of  view  are  a  sort  of  for- 
mal device  for  making  good  the  language  deficiencies  of  other 
studies,  where  thought  is  uppermost".  ^^It  will  not  do  to  pass 
by  all  mistakes  on  the  ground  that  a  child  cannot  think  and  speak 
correctly  at  the  same  time.  That  is  precisely  the  thing  he  must 
learn  to  do,  and  he  should  carefully  practice  it  in  every  study. 
Accuracy  of  speech  will  even  conduce  to  precision  of  thought". 
' — Dr.  McMurry. 

Constant  and  persistent  attention  to  the  kindly  and  sympa- 
thetic correction  of  the  chief  errors  in  oral  and  written  expres- 
sion is  the  most  effective  method  of  securing  the  use  of  good 
English. 

Grammar  Gives  the  Intelligent  Eeasons  for  Correct  Speech  and 

Diction. 

The  knowledge  of  the  leading  principles  of  Grammar,  ob- 
tained in  the  Seventh  and  Eighth  Grades,  serves  only  one  end — 
namely,  to  give  pupils  an  intelligent  reason  for  correct  forms 
and  usages.  To  give  the  rule  and  omit  the  practice,  therefore,  is 
a  violation  of  good  pedagogy. 

Development  of  Appreciative  Power. 

*'The  development  of.  appreciative  power  is  the  best  of  aids 
in  the  development  of  expressional  power.  In  other  words  ex- 
pression is  intimately  related  to  impression.  The  best  class  in 
expression  is  generally  the  best  class  in  literature.  Those  can 
give  most  and  best  who  have  received  most  and  best.  The  child 
who  w^rites  best  is  he  who  feels  that  he  has  something  to  say, 
wants  to  say  it,  and  to  say  it  w^ell — to  make  his  point.  He  nat- 
urally falls  back  consciously  or  unconsciously  upon  examples 
known  to  him".    Percival  Chubb — ''The  Teaching  of  English". 

220 


EIGHTH  GRADE 


I  and  II.     EXPRESSION  THROUGH  COLOR  AND 
DRAMATIZATION. 

III.     ORAL  EXPRESSION. 

1.  Recitation  and  Dissektation. 

Outline. 

1.  The  ^' Conversation '^  division  of  Oral  Expression  in  for- 

mer grades  becomes  "Recitation  and  Dissertation"  in 
the  Eighth. 

Recitation. 

2.  Reviewing  and  extending  work  of  Seventh  Grade. 

3.  Consistent  drill  in  all  recitations  to  fix  firmly  habits  of 

good  speech. 

4.  Corrections  made  when  minds  of  pupils  are  free  from 

other  mental  activities. 

5.  Placing  npon  pupils  responsibility  for  recitations. 

6.  A  measure  of  efficiency.    Reaction  upon  pupils'  training 

in  oral  expression. 

7.  Extending  a  topic  selected  from  another  subject  for  lan- 

guage purposes. 

8.  Reference  studies  in  History  and  Geography. 

Dissertation. 

9.  Developing  a  topic  for  dissertation  by  class  room  discus- 

sion preparatory  step  to  home  study  of  a  topic. 

10.  Choice  of  biographical  topic  preferable. 

11.  Appointment  of  class  leaders  to  select  topics  and  assign 

work  to  class. 

12.  Suggestions  to  teachers. 

a.  The  teacher — the  passive  agency. 

b.  Train  pupiPs  initiative. 

c.  Teacher  guides  to  prevent  aimless  effort. 

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ENGLISH 

Syllabus. 

1.  In  the  general  outline  for  all  grades  this  sub-division  of 

oral  expression  is  entitled  Conversation.  In  the  Eighth 
Grade  conversation  properly  becomes  Recitation  and 
Dissertation ;  the  conversation  of  former  grades  now  be- 
comes independent  dissertation  by  pupils  upon  the  topic 
selected.  There  are,  therefore,  two  divisions  of  this 
part  of  Oral  Expression — Eecitation  and  Dissertation. 

Recitation. 

2.  It  is   eminently  essential  that   every  recitation  in   the 

Eighth  Grade  should  be  considered  from  the  standpoint 
of  language.  The  directions  given  in  the  Seventh  Grade 
syllabus  for  the  conduct  of  recitations  from  the  lan- 
guage standpoint  also  obtain  for  the  Eighth  Grade; 
and  the  following  paragraphs  are  quoted  from  the 
Seventh  Grade  syllabus  for  the  convenience  of  Eighth 
Grade  teachers.  The  continuity  of  co-operative  effort 
will  therefore  be  assured  in  the  two  upper  grades. 

3.  The  habit  of  good  use  in  oral  expression  must  be  fixed 

through  all  recitations.  It  never  can  become  estab- 
lished through  the  medium  of  the  English  period  alone. 
Pupils  should  learn  that  their  statements  in  all  recita- 
tions should  be  clear  cut,  definite  and  complete;  the 
teacher  should  seldom  supply  part  of  the  pupil 's  answer 
or  statement. 

4.  Corrections  of  violations  of  good  English  in  other  recita- 

tions should  be  incidental  during  that  recitation,  or 
reserved  for  attention  in  the  English  period,  in  order 
to  prevent  interruption  in  the  continuity  of  thought  and 
in  the  development  of  the  other  lesson.  The  point  is 
that  the  corrections  should  be  made  when  the  pupils' 
minds  are  free  from  other  mental  activities,  if  they  are 
to  receive  the  full  benefit  of  the  correction.  At  the  close 
of  every  recitation,  or  at  least  once  a  day,  serious  mis- 
takes should  be  definitely  and  forcibly  corrected. 

5.  Recitations  in  the  Seventh  and  Eighth  Grades  should  be 

left  so  far  as  practicable  to  the  pupils.    If  they  feel  that 

^  222 


EIGHTH  GRADE 


the  teacher  will  explain  the  lesson  in  detail,  and  prac- 
tically recite  for  them,  it  is  only  natural  to  expect  that 
they  will  abandon  the  preparation  of  the  lesson  to  the 
teacher.  It  is  fairly  safe  to  assume  that  the  line  of  least 
resistance  will  be  followed.  What  the  pupils  get  from 
their  own  study,  not  what  they  are  told  by  the  teacher 
will  measure  their  proficiency  in  the  subject.  If  the 
pupils  feel  that  "the  teacher  will  hold  them  responsible 
for  carrying  on  a  recitation  they  will  prepare  for  it. 
A  greater  opportunity  is  thus  afforded  them  for  the 
cultivation  of  power  in  oral  expression. 

6.  A  true  measure  of  efficiency  in  all  grades,  particularly 

so  in  the  upper  grades,  is  not  what  the  teacher  knows 
or  can  explain,  but  what  through  her  inspiration  she 
leads  pupils  to  learn  for  themselves.  Probably  no  one 
point  of  view  of  the  teacher  is  more  essential  than  the 
above  in  determining  the  pupils '  preparation  for  a  reci- 
tation and,  therefore,  in  determining  their  growth  in 
power  and  initiative.  It  aif  ects  the  work  in  oral  expres- 
sion in  this  way — that  the  teacher  ceases  to  be  the  active 
agency  in  expression,  and  that  pupils  become  the  real 
active  participants  in  expression  in  all  recitations. 
Eeformation  of  the  pupils^  use  of  English  comes 
through  habit  fixed  by  practice. 

7.  In  dealing  with  topics  from  other  subjects  of  the  course 

of  study  it  will  usually  be  necessary  to  extend  the  topic 
beyond  the  development  in  the  other  lessons.  This  as- 
sures that  interest  is  maintained.  The  topic  should  be 
definitely  limited,  e.  g.,  pupils  may  be  required  to  gather 
together  by  investigation  facts  and  items  of  interest 
regarding  some  one  city,  one  river,  one  production,  one 
historical  event,  one  historical  character  or  one  epoch 
of  history,  etc. 

8.  In  history  and  geography  there  should  now  be  the  begin- 

ning of  reference  studies, — the  more  formal  and  valu- 
able form  of  personal  investigation.  The  reports  of  the 
pupils '  reading  will  furnish  good  exercises  for  work  in 

223 


ENGLISH 

expression.  Keference  work  gives  genuineness  to  both 
history  and  geography. 

Dissertation. 

9.  Topics  for  dissertation  should  be  developed  in  class  room 
or  assigned  for  home  study.  The  connected  treatment 
of  the  topic  for  dissertation  properly  belongs  to  oral 
invention.  Dissertation  is  made  a  part  of  this  sub- 
division of  oral  expression  in  order  that  an  opportunity 
may  be  provided  for  the  first  approach  to  a  new  topic, 
partly  or  wholly  unfamiliar.  After  the  teacher  has  se- 
cured from  the  pupils  all  that  their  personal  experi- 
ences can  contribute  she  may  resort  to  questions  which 
will  evoke  other  information.  Then  the  class  should 
be  afforded  the  pleasure  of  investigating  the  topic  for 
themselves.  There  should  follow  a  report  of  the  read- 
ing, observation  or  investigation  and  a  class  discussion 
of  the  report.  When  the  topic  is  developed  through 
some  or  all  of  these  steps  it  is  ready  for  a  connected 
and  continuous  dissertation  by  one  or  more  pupils. 
This  last  step  belongs  to  oral  invention.  A  few  recita- 
tions, devoted  to  this  class  room  discussion  of  a  topic 
for  dissertation,  will  prepare  pupils  for  an  independent 
study  of  similar  topics  for  later  dissertation.  To 
achieve  an  independent  home  study  and  preparation  of 
such  topics  pupils  should,  at  the  beginning,  be  taught 
by  class  room  practice  how  to  study  and  prepare  such 
a  topic. 

10.  Biographical  topics  are  probably  superior  to  any  others 

for  dissertation.  Biographical  sketches  selected  from 
history,  literature,  art,  science,  travel,  contemporane- 
ous leaders,  etc.,  afford  an  abundance  of  choice. 

11.  When  a  class  acquires  the  ability  to  treat  independently 

these  topics  for  dissertation  the  work  is  naturally 
transferred  to  the  sub-division  of  this  outline  under 
Oral  Invention,  to  which  teachers  are  referred.  The 
appointment  of  two  class  leaders  weekly,  or  bimonthly, 
whose  province  is  to  select  topics  for  dissertation  and 

224 


EIGHTH  GRADE 


to  assign  the  work  in  preparation  and  home  study  to 
one  or  two  other  class  members,  will  create  a  friendly 
rivalry  and  most  effectively  arouse  class  interest,  be- 
cause the  work  is  wholly  under  the  personal  initiative 
of  the  class.  This  recommendation  is  offered  only 
with  the  hope  that  it  will  suggest  other  similar  plans 
which  the  special  needs  of  each  Eighth  Grade  class  will 
make  equally  or  even  more  valuable  and  practicable. 

12.  The  following  suggestions  given  in  preceding  grades  hold 
with  equal  force  for  the  Eighth  Grade. 

a.  The  teacher  should  always  be  the  passive  agency  in 

all  forms  of  oral  expression. 

b.  Pupils  should  personally  contribute  information  and 

develop  the  topic  from  their  own  initiative. 

c.  The  teacher  should  direct  and  guide  to  prevent  aim- 

less effort. 

2.  Oral  Eeproduction  and  Declamation^ — Reactions  from  '*A" 
II  and  IV. 

Outline, 

1.  Proportion  of  reproduction  decreased. 

2.  Oral  reproduction  prior  to  written  reproduction  not  so 

essential  as  in  former  grades. 

3.  Division  of  Oral  Eeproduction  into : 

a.  Reproduction  of  occasional  short  stories. 

b.  Reproduction  of  selections  from  literature. 

c.  Declamation  or  Verbatim  Reproduction. 

4.  Reproduction  of  short  stories. 

To  serve  the  one  purpose  of  arousing  new  interest. 

5.  Reproduction  of  Selections  from  Literature. 

Consecutive  days'  work.  Independent  outlines.  Prac- 
tice in  selecting  outlines  from  printed  page. 

6.  Oral  reproduction  wholly  independent  by  pupils.    Pupils' 

criticisms.  Appropriating  from  the  original — a  cau- 
tion. 

225 


ENGLISH 


7.  Narration,    description,    exposition   and   character   por- 

trayal continued.    Some  practice  in  argumentation. 

8.  Declamation  or  Verbatim  Reproduction. 

Distinction  between  Oral  Invention  and  Declamation. 

9.  Place  for  Declamation  and  selections  which  are  appropri- 

ate to  pupils. 

10.  Immature,  unfinished  results  to  be  expected,  but  are  the 

foundations  needed  to  ensure  ultimate  power. 

11.  Revival  of  an  abandoned  art.     Growing  participation  in 

public  discussions  of  civic  questions  demands  the  train- 
ing. 

Syllabus. 

1.  Reproduction  is  the  chief  medium  of  expression  in  the 

lower  grades,  but  there  is  a  gradual  decrease  through 
the  grades  in  favor  of  a  greater  proportion  of  invention. 
Self-expression  through  invention  makes  a  direct  appeal 
to  tlie  independent  personality  of  an  Eighth  Grade  pupil 
and  therefore  assures  keen  interest  and  ready  response 
on  the  part  of  the  pupils. 

2.  The  teacher's  own  judgment  must  determine,  from  the 

proficiency  of  the  class,  whether  reproductions  should 
'  be  oral  prior  to  a  written  reproduction.  Oral  reproduc- 
tions, previous  to  the  written  efforts,  may  be  omitted 
to  a  greater  degree  than  in  preceding  grades.  At  least 
the  proportion  of  time  devoted  to  this  oral  clinching 
of  a  reproduction  may  be  greatly  reduced. 

3.  Oral  reproduction  for  an  Eighth  Grade  properly  comes 

under  three  divisions : 

a.  Reproduction  of  occasional  short  stories. 

b.  Reproduction  of  portions  of  the  assigned  selections 

from  literature. 

c.  Declamation  or  verbatim  reproduction. 

4.  Reproduction  of  short  stories. 

The  interest  in  oral  reproduction  may  lapse  when  it  is 
exclusively  restricted  to  one  long  selection  from  liter- 
ature.    Occasional  reproductions  of  short  stories  and 

226 


EIGHTH  GRADE 


brief  character  portrayals  are  recommended  to  vary  the 
work  and  awaken  new  interest. 

The  short  stories  should  be  read  only  once ;  this  trains  pupils 
to  a  habit  of  close  attention  and  concentration.  The  re- 
production should  immediately  follow  the  reading. 

5.  Eeproduction  of  Selections  from  Literature. 

This  work  necessarily  involves  consecutive  effort  over 
a  comparatively  longer  period.  Closer  attention  should 
be  given  to  logical  arrangement.  The  reproduction 
should  follow  independent  outlines  made  by  the  pupils. 
Persistent  efforts  in  making  outlines  will  advance  the 
work  of  former  grades  in  the  power  to  analyze,  to  judge 
between  the  essential  and  non-essential,  and  to  follow 
a  logical  sequence.  If  desirable  the  practice  in  preced- 
ing grades,  of  selecting  the  main  thought  or  topic  sen- 
tence from  printed  paragraphs  and  of  outlining  the 
logical  arrangement  of  topics  and  sub-topics  from  the 
printed  page,  should  be  continued.  The  sole  aim  of  this 
practice  is  through  good  models  to  assist  pupils  with 
their  own  outlines. 

6.  Oral    reproductions    based    upon    independent  .outlines 

should  also  be  given  by  the  pupils.  Teachers  should 
encourage  independence.  Pupils  should  also  be  largely 
responsible  for  criticisms  of  one  another  *s  reproduc- 
tions and  for  suggestions  of  improvement. 

The  caution  should  repeatedly  be  given  against  appropriat- 
ing the  phrases  and  sentences  of  the  original.  Pupils 
gain  growth  in  vocabulary  and  correct  use  from  repro- 
duction ;  but  there  is  always  present  the  lurking  danger 
of  extending  the  appropriation  to  include  the  author  ^s 
superior  forms  of  expression. 

7.  Narration  of  plot,  description  of  scene,  exposition  (more 

or  less  detailed  explanation),  and  character  portrayals 
have  been  the  work  of  grades  preceding  the  Eighth.  To 
these  should  now  be  added  a  limited  practice  in  argu- 
mentation.   Some  brief  reproduction  of  argumentation 

227 


ENGLISH 


should  precede  the  work  in  class  debating  suggested 
under  oral  invention. 

8.  Declamation,  or  Verbatim  Eeproduction. 

This  work  is  cautiousl}^  recommended  to  the  careful  con- 
sideration of  Eighth  Grade  teachers.  There  is  a  dis- 
tinct difference  between  the  sustained  efforts  in  connect- 
ed oral  invention  and  the  work  in  declamation  recom- 
mended in  the  Eighth.  The  former  is  eminently  more  val- 
uable in  itself  and  in  the  results  arising  from  its  train- 
ing. Hence  the  foundation  for  such  training  begins  in 
the  Fifth  Grade  and  practice  in  this  work  is  continued 
through  the  Sixth,  Seventh  and  Eighth  Grades,  in  each 
case  under  the  sub-division  Oral  Invention.  Declama- 
tion is  a  formal  verbatim  reproduction,  committed  to 
memory  and  delivered  for  the  purpose  of  training  in 
the  art  of  delivery,  rather  than  in  self-expression  in  the 
presence  of  others. 

9.  The  occasional  assembly  exercises,  or  a  formal  program 

in  the  class  room,  afford  the  opportunity  for  declama- 
tion. The  selections  for  declamation  should  be  brief. 
Usually  heavy  oratorical  selections  and  selections  in- 
volving much  plot  or  pathos  should  be  avoided.  Brief 
descriptions,  short  narratives,  biograjjhical  sketches, 
selections  from  history,  and  even  reproductions,  dis- 
sertations, etc.,  written  by  the  pupils  and  committed  to 
memory  are  preferable. 

10.  The  purpose  must  primarily  be  to  afford  training  in 
declamation.  A  finished  result  is  not  to  be  expected  in 
pupils  of  this  age.  Because  finished  results  cannot  be 
obtained  public  speaking  of  a  memorized  selection  has 
practically  ceased  to  be  a  part  of  an  elementary  school 
program.  These  fundamental  beginnings  are  neverthe- 
less the  preliminary  steps  to  an  ultimate  power,  at- 
tained in  much  later  years,  of  participation  in  pub- 
lic speaking.  Confidence  in  ability  to  participate  in 
public  or  semi-public  occasions  is  a  large  asset  in  the 
lives  of  all  elementary  school  children. 

228 


EIGHTH  GRADE 


11.  Again  it  is  repeated  that  this  work  is  recommended  to 
the  thoughtful  consideration  of  Eighth  Grade  teachers, 
in  the  hope  that  even  a  limited  class  room  trial  in  this 
training  will  result  in  the  revival  of  an  abandoned  art, 
and  will  prepare  for  a  greater  participation  in  the 
increasing  number  of  discussions  on  questions  of  civic 
progress. 

3.  Oral  Invention.      Eeactions  from  ^*A''  I,  III,  and  TV. 

Eesultant  of  Eecitation  and  Dissertation. 

Outline. 
Dissertation. 

1.  Preparatory  class  room  or  home  study  of  topic  for  dis- 

sertation. 

Impromptu  dissertations  without  preparatory   study. 

2.  Training  in  speaking  before  others  means  independent 

preparation  of  lessons  and  growth  in  personality. 

3.  Increasing  demands  made  in  Eighth  Grade  and  High 

School  in  connected  oral  recitations. 

4.  Training  in  dissertation  prepares  for  fulfilling  the  de- 

mand. 

Pupils'  greater  participation  in  recitations  will  assure 

greater  care  in  preparation  of  lessons. 

5.  Self-expression  defined  as: 

1.  How  to  think. 

2.  How  to  express. 

Class  Debating  and  Other  Forms  of  Oral  Invention. 

6.  Debatable  questions  in  other  recitations  afford  oppor- 

tunity for  extemporaneous  debating. 

7.  Arousing  desire  for  more  formal  debate. 

8.  ^*  Class  Symposium '^  and  '^  Class  Literary  Society. '^ 

9.  Eeports  on  Current  Events. 

10.  Teacher's  province  is  to  guide  and  to  prevent  aimless 
statements. 

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11.  Use  of  dissertations,  debates,  topics  developed  in  class 
symposinm,  Current  Events,  etc.,  in  assembly  exercises. 

^  Syllabus. 

Dissertation. 

1.  The  preparatory  study  of  a  topic  for  dissertation,  either 

mtli  the  teacher  in  the  class  room  or  independently  at 
home,  is  discussed  in  this  outline  under  '^Recitation 
and  Dissertation".  The  data  and  subject  matter  gath- 
ered by  investigation,  observation,  reading,  study,  re- 
port and  discussion  should  be  analyzed  and  arranged 
into  an  outline  from  which  pupils  give  orally  a  con- 
nected and  continued  treatment  of  the  topic.  The  oral 
treatment  of  the  topic  should  be  undertaken  by  the 
pupils  as  a  dissertation.  Later,  the  same  material 
thus  crystallized  -in  oral  invention  becomes  the  basis 
of  a  lesson  in  written  invention. 
Occasionally,  w^hen  there  is  chosen  for  dissertation  a  topic 
based  upon  the  subject  matter  of  another  subject  and 
when  preparatory  study  is  not  required,  pupils  should 
be  allowed  to  speak  freely  and  connectedly  from  their 
present  fund  of  information.  Outlines  could  here  be 
omitted. 

2.  The  following  observations,  relative  to  this  training  in 

oral  self-expression  in  the  presence  of  others,  which 
are  made  in  the  Seventh  Grade  outline  are  equally 
pertinent  in  this  Grade  and  are  repeated  in  brief  for 
convenience  .of  the  Eighth  Grade  teachers. 
Training  in  speaking  before  others  will  eventually  dispel 
the  nervous  dread  which  precludes  even  an  attempt 
at  oral  self-expression  on  the  part  of  many.  Such 
training  in  the  power  of  self-expression  in  the  lan- 
guage lesson  and  in  all  recitations  of  the  day's  pro- 
gram, both  fosters  the  growth  of  the  pupil's  individu- 
ality, and  assures  independent  preparation  of  lessons, 
because  pupils  have  been  taught  to  realize  that  the 
recitation  is  not  the  teacher's  responsibility  but  their 
own. 

230 


EIGHTH  GRADE 


3.  Larger  demands   are  now  made    upon    Eighth    Grade 

pupils  in  connected  oral  recitation,  demands  that  in- 
crease rapidly  in  the  High  School.  It  should  become 
an  important  consideration  with  an  Eighth  Grade 
teacher  to  prepare  her  pupils  for  this  increasing  de- 
mand. 

4.  Oral  self-expression  in  dissertation  should  be  planned 

to  afford  such  training.  Oral  recitation  in  other  sub-, 
jects  is  another  most  efficient  means  to  this  end.  But, 
with  the  teacher's  fuller  knowledge  of  the  subject - 
matter  and  with  her  generous  impulse  to  help  the 
pupils,  the  following  consideration  may  frequently  pre- 
vent actual  harm  to  the  pupils  from  the  teacher's  well- 
meant  generosity. 
If  pupils  feel  that  the  teacher  will  explain  the  lesson  in 
detail  they  will  naturally  abandon  also  the  prepara- 
tion of  the  lesson  to  the  teacher.  If,  however,  pupils 
feel  that  the  teacher  will  hold  them  responsible  for 
carrying  on  the  recitation  they  will  quite  as  naturally 
prepare  for  it. 

5.  To  train  pujjils  to  think  and  reason  and  ndt  to  train 

them  in  oral  expression  will  close  one  of  the  channels 
of  useful  contact  with  their  fellows.  Self-expression 
involves  a  two-fold  definition; — first,  how  to  think,  or 
the  self  side  of  expression,  and  secondly,  how  to  ex- 
press. It  is  well  to  recall  that  expression  of  one's  own 
thought  clarifies  the  thought  and  that  accuracy  of 
speech  conduces  to  precision  of  thought. 
Class  Debating  and  Other  Forms  of  Oral  Invention. 

6.  As   debatable   questions   arise   in   other   recitations  the 

differences  of  opinion  should  be  afforded  an  oppor- 
tunity for  expression.  Exposition  and  argumentation 
become  natural  and  easy  channels  of  expression  under 
the  inspiration  of  a  lively  clashing  of  opinions.  Such 
debates  which  arise  unexpectedly  and  spontaneously 
during  a  recitation,  or  during  the  unfolding  of  a  topic 
in  a  language  lesson,  will  produce  better  results  in  self- 

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expression  than  a  formal  debate  upon  an  assigned 
subject  at  an  appointed  time.  If  the  teacher  is  alert 
to  the  opportunity,  or  even  provokes  the  discussion,  a 
class  will  freely  and  spontaneously  resolve  itself  into 
a  debating  club.  Some  recognition  of  the  rules  of  de- 
bate should  be  insisted  upon. 

7.  A  few  illustrations  to  the  class  of  the  influence  an  ex- 

temporaneous debate  arouses  will  awaken  a  desire  to 
participate  in  a  formal  debate  where  sides  are  chosen, 
debaters  appointed  and  a  time  schedule  established. 
Oral  self-expression  under  such  conditions  will  require 
curbing  on  the  part  of  the  teacher. 

8.  The     following     quotation     from     Professor     Chubb 's 

^'Teaching  of  English''  will  suggest  other  methods  for 
the  work  in  oral  invention.  ^^To  give  reality  and  im- 
mediacy to  the  work  in  expression,  and  to  make  it 
socially  serviceable,  we  should  continue  to  keep  in  view 
that  it  is  in  most  cases  to  be  undertaken  with  the  idea 
of  being  used  in  helpful  and  interesting  ways  in  the 
clp-ss  or  in  the  school.  It  has  been  written  with  the 
prospect  of  its  being  heard  and  enjoyed,  either  in 
class  room  or  general  assembly  or  elsewhere,  or  is 
offered  as  a  personal  contribution  to  a  class  sympo- 
sium. In  the  case  of  certain  kinds  of  expression  that 
should  have  literary  quality,  the  class  is  for  the  time 
being  a  literary  society,  met  to  derive  profit  and  pleas- 
ure from  the  best  efforts  of  its  members;  efforts  that 
ought,  therefore,  to  be  as  personal  and  distinctive  as 
possible, — now  a  scene  or  place  visited,  a  person  met,  a 
celebration  attended,  a  procession  viewed,  an  article  (a 
boat  or  bookcase  or  workbasket)  made,  a  ramble  of 
observation,  an  experiment  tried,  a  boating  or  fishing 
excursion,  a  game  played,  a  match  won; — something 
which  tempts  the  child  to  tell  spiritedly,  as  he  might 
excitedly  narrate  it  to  parent  or  friend,  things  seen  and 
heard  and  done — yes,  and  by  him  or  her,  with  a  par- 
ticular pair  of  eyes  and  ears''. 

232 


EIGHTH  GRADE 


9.  The  weekly  appointment  of  one  or  two  pupils  who  are  to 
watch  the  progress  of  current  events  and  report  upon 
a  certain  date,  either  Monday  or  Friday,  will  furnish 
another  incentive  for  oral  invention  .  Other  members 
of  the  class  could,  at  the  close  of  the  report,  be  given 
an  opportunity  to  speak'  in  further  detail  of  a  part 
of  the  report  or  to  add  a  subject  of  current  interest 
not  mentioned  in  the  report. 

10.  The  teacher's  province  in  this  w^ork  is  largely  that  of 

guidance  and  giving  suggestions  which  are  necessary 
to  prevent  aimless  and  superficial  statements.  This 
work,  if  undirected  by  the  teacher,  is  likely  to  de- 
generate into  careless  and  thoughtless  habits  of 
speech. 

11.  Dissertations,  debates,  subjects  developed  in  a  class  sym- 

posium and  current  events  become  excellent  material 
for  a  school  assembly.  They  should  be  thus  employed, 
following  the  class  room  work  for  two  reasons, — first, 
it  furnishes  an  opportunity  to  speak  orally  before  a 
larger  audience  and  thus  increases  the  confidence  and 
power  of  Eighth  Grade  pupils,  and  secondly,  it  fur- 
nishes a  most  potent  example  to  children  of  other 
grades  of  the  work  which  they  later  will  be  capable  of 
doing,  through  the  training  they  are  receiving  along 
similar  lines  in  lower  grades. 

IV.    WRITTEN  EXPRESSION. 

The  development  of  language  power  is  so  much  more  rapid 
through  oral  expression  than  it  is  through  wHtten  that  there  is 
recommended  for  the  Eighth  Grade  a  proportion  of  one  half  of 
oral  and  one  half  of  written  expression.  Oral  expression  will 
naturally  be  a  part  of  each  day's  program  in  either  the  lan- 
guage or  other  recitations.  Written  expression  should  be  as- 
signed when  oral  work  has  crystallized  the  thought  material; 
it  cannot  be  regulated  by  a  schedule. 

Daily  Practice. 

Written  expression  is  an  art  to  be  acquired  not  by  rule  but 

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by  regular  practice.  Hence  a  few  minutes  each  day  or  on 
several  days  of  the  week  should  be  assigned  for  writing  sub- 
sequent to  the  oral  preparation.  The  daily  paragraph  or  theme 
should  receive  precedence  over  the  longer  and  more  formal 
written  paper. 

The  Monthly  or  Bi-monthly  Long  Paper. 
About  once  or  twice  a  month  pupils  should  prepare  a  paper 
of  several  pages,  in  order  that  they  may  learn  to  discuss  a  sub- 
ject fully  and  logically,  and  that  they  may  gain  the  power  of 
handling  larger  units  of  material.  Outlines  will  usually  be 
imperative  in  these  occasional  papers.  If  the  teacher's  judg- 
ment confirms  making  these  efforts  more  frequently  the  oppor- 
tunity should  be  afforded,  provided  the  daily  paragraphs  and 
shorter  units  still  have  precedence  over  the  long  papers.  The 
attention  of  teachers  is  called  to  the  requirements  in  paragraph- 
ing, sentence  structure  and  margins  under  ^'Technicalities  of 
Expression.  I — Arrangement".  Paragraphing  should  be  re- 
quired of  all  pupils  in  every  written  paper. 

Suggestions  for  Technique. 
Through  former  grades  pupils  have  given  some  attention 
to  the  observation,  from  printed  pages,  of  the  proper  uses  of 
outlines,  sentence  structure,  paragraphing,  relation  of  sen- 
tences, the  topic  sentence  or  main  topic  and  sub-topics,  relation 
of  paragraphs,  coherence  and  clearness  of  thought.  The  cau- 
tion has  been  given  in  each  grade  that  pupils  cannot  be  held 
to  a  rigid  observance  of  all  the  forms  of  literary  composition. 
A  knowledge  and  observation,  however,  of  the  established  con- 
ventions of  good  writing  should  precede  even  an  approxi- 
mation to  their  partial  realization  in  the  pupils'  written  work. 
The  stimulus  of  a  high  ideal  is  an  ever-present  incentive  to 
greater  effort.  Instruction  by  the  teacher  through  the  presen- 
tation of  good  models  and  the  usages  controlling  these  models, 
combined  with  persistent,  continued  practice  by  the  pupils,  will 
determine  the  ideals  established  for  the  pupils'  written  papers. 
The  efforts  on  the  part  of  the  teacher  may  not  command  immedi- 
ate results,  but  a  broad  foundation  is  being  laid  upon  which 
future  and  more  mature  work  will  be  constructed. 

234 


EIGHTH  GRADE 


Correction  of  Written  Papers. 

Pupils  should  be  held  to  the  practice  of  looking  over  their 
own  written  work  and  making  their  own  corrections  before 
turning  in  their  papers.  This  power  of  self-help  affords  pupils 
the  pleasure  and  keener  interest  of  doing  things  for  themselves, 
and  relieves  the  teacher  of  work  w^hich  can  more  profitably  be 
done  by  the  pupils  themselves. 

In  developing  this  power  of  self-help  it  will  be  well  to  de- 
vote an  occasional  period  to  giving  pupils  individual  help  as 
they  write.  Such  a  plan  followed  exclusively  would,  however, 
interfere  seriously  with  concentration  of  thought  upon  a  given 
subject.  The  teacher  should  be  alert  to  the  right  oppor- 
tunity. Such  a  period  would  be  appropriate  when  the  pupils 
are  writing  a  second  condensed  reproduction,  a  second  rewrit- 
ing of  any  topic,  or  the  first  writing  upon  some  simple  topic 
selected  for  this  distinct  purpose.  The  teacher  will  pass  among 
the  pupils  as  they  write,  quickly  noting  and  correcting  errors, 
^nd  using  the  blackboard  to  show  correct  forms.  Such  cor- 
rections are  most  effective  because  they  check  the  error  in 
the  making.  The  corrections  should  include  punctuation,  spell- 
ing, use  of  capitals,  good  diction,  sentence  structure,  para- 
graphing, etc. 

This  period  of  co-operative  corrections  may  be  devoted  to 
transforming,  combining,  condensing  and  otherwise  varying 
the  pupils'  sentences  in  order  that  they  may  more  exactly  and 
more  pleasantly  express  their  meaning.  Eighth  Grade  teachers 
should  encourage  a  larger  use  of  participles  and  infinitives  in 
order  to  avoid  cumbersome  statements  arising  from  the  use 
of  clauses  in  comx)lex  and  compound  sentences. 

When  pupils  write  independently,  without  the  teacher's 
help  in  co-operative  correction,  some  special  aim  should  be  as- 
signed for  each  lesson,  e.  g.,  the  correct  use  of  words,  punctu- 
ation, sentence  structure,  paragraphing,  relation  of  sentences 
and  paragraphs,  coherence  and  clearness  of  thought,  or  the 
avoidance  of  some  common  error  in  a  former  lesson. 

Pupils  should  take  as  active  a  part  in  correcting  papers  as 
possible.    In  order  to  extend  their  greater  participation  in  the 

235 


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work  of  correction  it  is  suggested  that  the  pupils  exchiangie 
their  written  papers  and  indicate  the  corrections  that  should  be 
made.  Care  mrst  be  tr.kcn  to  observe  the  following  cautions  in 
this  work: 

a.  The  poorest  papers  should  pass  into  the  hands  of  the 

best  pupils  and  vice  versa. 

b.  Whenever  time  allows  each  paper  should  be  corrected 

by  two  pupils. 

c.  Pupils  should  know  what  errors  they  are  to  correct.    A 

list  of  such  errors  may  be  assigned  for  each  lesson.  A 
list  of  common  errors  always  to  be  noted  may  be  kept 
on  the  blackboard.  The  points  for  correction  should  be 
given  a  few  at  a  time. 

d.  Such  corrections  may  be  made  in  pencil  upon  the  pages 

previously  written  in  ink,  or  they  may  be  made  at  the 
end  of  the  written  paper  or  upon  separate  sheets  of 
paper. 

e.  When  the  corrections  are  made  the  papers  should  be  re- 

turned to  their  owners.  An  opportunity  should  then 
be  given  to  examine  the  corrections  as  made  and  to  dis- 
cuss with  those  making  the  corrections  the  reasons  for 
the  changes.  Disputed  questions  should  be  referred  to 
the  teacher.  Discussions  between  pupils  will  reveal 
other  errors  for  correction  and  fix  indelibly  upon  their 
minds  means  and  ways  of  improvement  in  their  writ- 
ten work. 

It  cannot  be  questioned  that  more  errors  will  escape  notice 
than  where  the  teacher  makes  the  corrections,  but  it  also  cannot 
be  doubted  that  keener  interest  will  be  aroused  and,  therefore, 
a  more  lasting  impression  will  be  made  upon  the  pupil  when 
another  of  his  own  class  corrects  his  error.  Corrections  will 
not  be  accepted  without  question;  the  correction  must  be  self- 
evident.  The  discussions  between  pupils  will  keep  both  minds 
active  and  interested.  There  will  be  no  indifference  to  cor- 
rections as  too  frequently  results  when  the  teacher  makes  the 
corrections.    The  teacher  must  disregard  the  presence  of  other 

236 


EIGHTH   GRADE 


errors  still  uncorrected  and  rest  content  with  the  corrections 
made. 

The  teacher  should  read  the  corrected  papers  in  order  to 
discover  whether  the  correction  has  been  actually  effective.  The 
correction  of  papers  by  pupils  should  not  be  exclusively  followed 
in  any  one  grade. 

Occasionally  the  teacher  will  read  and  correct  papers  of 
the  entire  class.  Frequently  she  will  merely  make  notes  of 
common  errors  running  through  all  papers  and  list  such  errors 
for  attention  in  another  lesson. 

The  invariable  rule  of  preceding  grades  still  holds  good  in 
the  Eighth,  that  the  sympathetic  correction  of  pupils'  mistakes 
in  self-expression  is  far  more  effective  than  a  high  standard 
ef  excellence  impossible  of  attainment. 

1.  Written  Eepjroduction.  j  Reaction  from  ^' A"  II  and  IV. 

]  Resultant  of  Oral  Reproduction. 

Outline. 

1.  Written  reproduction  does  not  require  oral  preparation 

in  Eighth  Grade. 

2.  Practice  in  clearness,   conciseness    and  coherence — the 

chief  aim  in  Seventh  and  Eighth  Grades. 

3.  Creating  far-reaching  habits  of  study. 

4.  Use  of  summaries,  newspapers,  periodicals,  paraphrase, 

condensation,  current  new^s,  telegrams  and  other  con- 
cise reductions. 

5.  Analyzing  and  reducing  outlines  and  reproductions. 

6.  Developing  judgment,   habits   of   analytical   study   and 

discrimination. 

Syllabus. 

1.  Most  of  the  work  in  reproduction  in  the  Eighth  Grade 
will  be  written  without  the  preceding  oral  reproduc- 
tion. Written  reproduction  of  a  few  short  stories, 
and  of  topics  chosen  from  the  selections  from  liter- 
ature, will  comprise  the  scope  of  this  work  in  the 
Eighth  Grade.    The  monthly  or  bi-montii ly  long  paper 

237 


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will  sometimes  be  based  upon  a  written  reproduction 
of  parts  of  the  selections  from  literature. 

2.  The  main  endeavor  of  Eighth  Grade  teachers  in  written 

reproduction  should  be  directed  to  the  same  aim  as 
outlined  for  the  Seventh  Grade  in  order  that  there  may 
be  attained,  through  consecutive  practice  in  the  last 
two  years,  clearness,  consciseness,  and  coherence  in 
w^ritten  expression. 

3.  Written  reproduction  affords  the  teacher  an  opportunity 

to  teach  pupils  to  analyze  thought,  to  discriminate,  to 
follow  logical  sequence  and  to  comprehend  the  gist  of 
the  original  passage.  The  teacher  is  thus  cultivating 
in  pupils  far-reaching  habits  of  study  and  is  training 
her  class  in  the  proper  preparation  of  lessons  in  other 
subjects. 

4.  The  following  methods  already  begini  in  the  Seventh 

Grade  should  be  continued  and  extended  in  the  Eighth 
Grade.  The  first  efforts  in  condensation  might  be  di- 
rected to  a  study  of  the  practical  uses  of  the  summary 
in  text  books,  newspapers,  periodi(iaIs,  Jidvertising, 
etc.  Pupils  could  give  a  brief  paraphrase  or  reduction 
of  a  newspaper  item  or  article.  Occasional  use  of  the 
paraphrase  should  be  made  to  test  the  comprehension 
of  original  passages  in  history  and  other  grade  sub- 
jects. More  frequent  use  should  be  made  of  reduction 
or  condensation,  the  summary  of  ^n  oral  reproduction, 
condensation  of  newspaper  articles  as  practiced  in 
periodicals  of  current  events,  summaries  of  history 
and  geography  lessons,  making  abbreviated  headlines 
as  is  customary  in  newspapers,  gleaning  of  current 
news  in  brief  statements,  the  preparation  of  telegrams 
reduced  from  business  correspondence,  etc. 

5.  Outlines  used  in  other  forms  of  oral  and  written  expres- 

sion may  be  studied  for  closer  analysis  and  a  more 
condensed  form  of  the  original  effort  may  then  be  writ- 
ten. Oral  reproductions  should  frequently  be  thus 
summarized    and    reduced   in   written    reproductions. 


EIGHTH  GRADE 


One  such  reduction  could  well  be  followed  by  another 
on  the  same  topic  for  further,  condensation. 

6.  Written  reproduction,  therefore,  serves  a  greater  pur- 
pose in  the  Eighth  Grade  than  merely  developing  lan- 
guage power.  The  work  outlined  above  in  condensa- 
tion, reduction  and  analysis  will  develop  judgment, 
habits  of  analytical  study  and  power  of  discrimination. 
Pupils  about  to  leave  the  Grammar  School  will  soon 
be  thrown  largely  upon  their  own  responsibility,  either 
in  a  continuation  of  school  work  where  independ- 
ent study  will  be  required  of  them,  or  in  useful  employ- 
ment where  judgment  and  a  power  to  discriminate 
have  an  even  greater  weight  in  their  success  or  failure. 

The  beginnings  in  the  development  of  this  faculty  of  juind 
are  laid  in  the  practice  of  analyzing,  summarizing,  con- 
densing and  independent  choosing  between  the  essen- 
tial and  non-essential. 

It  is  earnestly  recommended  that  the  teacher's  efforts 
should  be  consciously  directed  to  these  results  of  her 
plans  for  written  reproduction,  rather  than  to  the  lan- 
guage side  exclusively. 

2.  Written  Invention  :  j  Eeactions  from/* A''  I,  III  and  IV. 

)  Eesultant  of  Oral  Invention. 

Outline. 

1.  Written  Invention  should  be  the  chief  medium  in  writ- 

ten expression. 

2.  Sources  of  material. 

3.  Topics  drawn  from  the  varying  tastes  and  enthusiasms 

of  pupils  assure  freedom  and  originality. 

4.  Teachers  write  with  class  to  establish  a  point  of  view  in 

common. 

5.  Time  of  writing  determined  when  enthusiasm  is  evident. 

6.  Daily  practice — chief  medium  of  written  invention.    Im- 

promptu writing. 

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ENGLISH 

7.  Monthly  or  bi-monthly  long  paper  affords  opportunity 
to  train  pupils  for  continued  application  to  a  subject. 

Si/Uahns. 

1.  The  great  proportion  of  written  work  in  daily  practice 

and  the  monthly  or  bi-monthly  long  paper  should 
be  given  to  written  invention.  Written  reproduction 
in  itself,  except  as  it  serves  the  purpose  of  condensa- 
tion and  reduction,  should  be  subordinated  to  written 
invention. 

2.  Assignments   for   written   invention    should   be   chosen 

from  the  ^^ Recitation  and  Dissertation''  or  the  '^Oral 
Invention"  divisions  of  this  outline.  Data  and  infor- 
mation have  been  secured,  outlines  have  been  studied 
and  the  impression  so  thoroughly  made,  that  pupils 
will  not  be  daunted  by  the  request  to  write  upon  a 
topic  already  developed.  Only  a  portion  of  the  oral 
work  should  be  chosen  for  written  papers. 

3.  It  would  be  well  for  the  teacher  to  remember  that  a  vari- 

ety of  interests  is  present  among  her  pupils.  Individ- 
ual selection  of  topics  by  the  pupils  themselves  will 
result  in  a  set  of  papers  upon  widely  different  topics, 
but  it  assures  the  alert  interest  which  is  a  primary 
consideration  in  the  production  of  well-written  papers. 
The  following  quotation  from  Dr.  McMurry  is  perti- 
nent: ''The  school  studies  are  as  many-sided  in  their 
attractions  as  the  children  are  different  in  their  tastes 
and  enthusiasms.  Child  life  itself  is  full  of  interesting 
experiences  and  activities.  It  only  requires  a  teacher 
who  is  awake  to  these  various  interests  and  proclivities 
of  children;  and  who  knows  the  rich  pasturage  of  the 
various  school  studies.  Much  of  the  other  language 
work  is  necessarily  formal  and  prescribed  for  all  alike ; 
why  not  give  children  greater  freedom  in  self-expres- 
sion? Why  not  at  least  turn  them  loose  into  self -chosen 
pastures?  Self-expression  in  its  very  nature  demands 
freedom  and  originality." 

240 


EIGHTH  GRADE 


4.  It  is  suggested  in  former  grades,  and  emphatically  rec- 

ommended in  the  Eighth  Grade,  that  teachers  stimulate 
their  pupils  by  writing  with  the  class  on  any  topic  when 
it  is  assigned  as  a  common  topic  for  all  pupils.  A  bond 
of  sympathy  will  be  established  which  will  give  a  point 
of  view  common  to  both  teacher  and  pupils.  The  teach- 
er's criticisms  and  suggestions  following  such  an  expe- 
rience will  gain  a  response  from  the  class  never  to  be 
obtained  where  pupils  write  alone. 

5.  Writing  should  be  required  only  when  the  interest  has 

been  developed  to  a  point  where  it  is  self-evident.  The 
program  can  not  determine  the  time  of  writing.  When 
enthusiasm  and  spontaneity  are  manifest  the  oppor- 
tunity should  then  be  given  to  write.  If  this  involves 
appropriating  the  time  of  another  lesson  the  loss  may 
be  made  good  on  the  following  day.  Postponing  the 
writing  because  of  an  inflexible  daily  program  means 
the  loss  of  the  right  opportunity. 

6.  Daily  practice  on  a  short  theme,  a  paragraph,  a  brief 

written  dissertation,  or  discussion  should  be  the  chief 
medium  of  self-expression  in  Eighth  Grade  written  in- 
vention. This  will  usually  be  based  upon  a  previous 
oral  preparation  of  the  subject-matter.  Occasionally 
quick,  spontaneous  writing  should  be  called  for  upon 
some  subject  already  so  well  fixed  in  the  minds  of  the 
class  that  it  does  not  require  oral  preparation.  The 
same  plan  will  be  equally  valuable  in  the  daily  prac- 
tice, if  teachers  allow  a  freedom  of  choice  among  the 
varied  subjects  selected  from  the  pupils'  individual  in- 
terests and  tastes. 

7.  In  order,  however,  that  the  habit  of  giving  time  and 

thought  to  a  thorough  preparation  of  a  comprehensive 
topic  may  be  developed  in  the  pupils'  training,  a  long 
paper  should  be  required  once  or  twice  a  month.  The 
power  of  continued  and  repeated  application  to  some 
subject  brings  a  degree  of  satisfaction  in  the  actual 
achievement,  never  to  be  realized  in  the  daily  practice. 

241 


ENGLISH 

This  work  may  be  continued  in  the  class  room  several 
days,  or  be  required  as  home  work.  The  outlines,  pre- 
viously employed  in  the  oral  preparation  of  the  subject, 
should  be  employed  as  the  basis  for  the  written  papers. 
The  subject  may  be  chosen  from  Geography  or  History, 
from  the  pupil's  experience,  or  from  any  source  which 
elicits  the  pupiPs  personal  enthusiasm  and  interest. 

Outline. 
3.  Letter  Writing. 

1.  Comprehensive  review  of  work  in  former  grades — letters 

of  friendship,  business  correspondence  and  social 
forms. 

2.  Incentives  for  letters  of  friendship. 

3.  Directions  in  business  correspondence. 

4.  Forms  of  social  correspondence. 

Syllabus. 

1.  Letters  of  friendship  and  business  correspondence  have 

been  the  assigned  work  in  grades  preceding  the  Sev- 
enth; in  the  latter  grade  social  correspondence  was  as- 
signed as  the  last  form  in  letter  writing  for  elementary 
grades.  It  only  remains  for  the  Eighth  Grade  to  give 
a  more  comprehensive  scope  to  all  three  forms  of  let- 
ter writing  mentioned  above  and  to  utilize  this  part  of 
written  expression  as  a  medium  for  the  pupils'  self- 
expression. 

2.  Motives  and  incentives  for  letter  writing  should  be  con- 

tinued from  the  work  of  former  grades  to  give  the  re- 
ality to  letter  writing  which  it  requires — e.  g.,  pupils  ac- 
knowledge letters  received  from  other  pupils  or  friends ; 
reply  to  the  inquiries  of  the  letter ;  give  items  of  inter- 
est to  the  friend;  ask  questions  the  writer  may  wish 
answered,  etc.  Pupils  may  write  from  a  point  of  view 
of  another,  a  person  living  in  another  country,  an  his- 
torical character,  or  a  person  traveling  in  another  part 
of  our  own  or  a  foreign  country. 

242 


EIGHTH   GRADE 


3.  Business  letters  should  be  real  exchanges  in  commercial 

correspondence.  Modern  business  requires  that .  the 
letters  be  brief,  to  the  point  and  exact  in  statement. 
Stereotyped  opening  sentences  should  be  discouraged. 
Pupils  should  be  trained  to  fold  letters  properly  and 
address  envelopes. 

4.  Social  correspondence  should  include  formal  and  infor- 

mal letters  of  invitation,  acceptance,  regret  and  other 
conventional  and  accepted  social  forms  in  letter  writ- 
ing. 

C.     Technicalities  of  Expression. 

It  is  recommended  that  the  allotted  time  of  250  minutes  per 
week  in  Eighth  Grade  Language  and  Grammar  be  apportioned 
between  an  equivalent  of  150  minutes  for  Grammar  and  100 
minutes  for  Language.  The  time  schedule  also  allots  150  min- 
utes per  week  for  Reading — which  time  is  available  for  read- 
ing, literature,  study  of  the  chosen  selection  of  literature  and 
other  work  under  ^^A.  Sources  of  Thought  MateriaP'  or  '^Im- 
pression.'' 

I.     ARRANGEMENT. 

1.  Sentence  Stkuctuke. 

Practice  in  the  use  of  complex  and  compound  sentences  has 
been  assigned  to  the  Seventh  Grade.  No  attempt  has 
been  made  to  analyze  such  sentences.  The  use  of  com- 
plex and  compound  sentences  should  now  be  intelli- 
gently studied  by  the  pupils  through  their  analysis  of 
sentences. 

Expanding,  condensing  and  transforming  sentences  will 
give  the  drill  which  pupils  require  to  improve  their  own 
sentence  structure.  Pupils  should  now  learn  how  to 
improve  their  sentences  through  the  use  of  participles 
and  infinitives.  Definite  work  should  be  assigned  in 
the  Eighth  Grade  in  the  proper  grammatical  uses  of 
participles  and  infinitives. 

243 


ENGLISH 


2.  Paragkaphing. 

Independent  paragraphing  has  been  practiced  since  the 
Fifth  Grade.  The  technique  has  been  mastered.  In 
the  study  of  literature  pupils  should  be  taught  to  ob- 
serve the  relation  of  sentences  to  the  central  idea  of 
a  paragraph  as  contained  in  the  topic  sentence,  the 
relation  and  logical  order  of  paragraphs,  good  diction, 
coherence  and  clearness  of  thought. 

So  far  as  practicable  pupils  should  be  encouraged  to  follow 
in  their  own  writing  the  models  which  they  have  dis- 
covered for  themselves  in  the  study  of  literature. 

3.  Outlines. 

Pupils  are  requested  to  outline  independently  in  the  Seventh 
and  Eighth  Grades.  They  should  now  have  some  abil- 
ity in  distinguishing  essential  and  non-essential  mat- 
ter and  in  determining  the  order  of  logical  sequence  of 
main  topic  and  sub-topics.  Frequently  it  will  be  neces- 
sary to  revise  the  first  outline  for  closer  analysis  and 
further  condensation. 

Pupils  should  be  cautioned  against  too  great  detail  in  out- 
lines. Outlines  should  be  omitted  in  the  Daily  Practice 
of  written  expression  and  in  all  other  short  exercises 
in  oral  and  written  expression. 

4.  Letter  Forms. 

Review  letters  of  friendship  and  business  correspondence 
and  develop  social  forms  of  invitation,  acceptance  and 
regret,  etc. 

5.  Headings  and  Margins. 

Teachers  are  referred  to  the  Third  Grade  A  Syllabus  for 
the  established  forms  in  headings  and  margins  of  writ- 
ten papers.  Continued  application  of  these  forms,  if 
consistent  through  the  grades,  will  result  in  the  auto- 
matic and  general  use  of  uniform  margins  and  head 
ings. 

244 


EIGHTH  GRADE 


II.    TECHNICALITIES  OF  LANGUAGE  AND  GRAMMAR. 

Eighth  Grade  B, 

1.  Capitals. 

a.  Require  proper  use  of  capitals. 

2.  Punctuation. 

a.  Require  uses  of  punctuation  taught  in  preceding  grades. 

b.  Comma  after  introductory  words,  phrases  and  clauses, 

c.  Dash  and  parenthesis. 

3.  Abbkeviations. 

a.  Classify  and  review  abbreviations  of  precedtog  grades. 

4.  Dictionary  Work. 

a.  Pupils  should  be  able  to  find : 

1.  Punctuation  of  words,  including  accent. 

2.  Spelling  of  words. 

3.  Meaning  of  words. 

4.  The  index  of  History,  Arithmetic,  and  other  text 

books  and  books  of  reference. 

Pupils  need  frequent  help  and' instruction  in  the  intelligent 
and  economical  use  of  dictionaries  and  works  of  refer- 
ence. 

5.  Grammar. 

Verbs : 

1.  Classification:  Regular  and  irregular,  transitive  and  in- 

transitive.   Auxiliary,  Copula. 

2.  Properties :  Voice,  mode,  tense,  number,  person. 

3.  Principal  parts :    Regular  and  irregular  verbs. 

4.  Inflection:  Conjugation — complete.     Synopsis  of  verbs. 

Progressive  form  of  verb.  Emphatic  form  of  verb.  In- 
finitive mode;  Uses  (a)  As  distinct  form  of  verb;  (h) 
Infinitive  phrase  as  noun.  Participles:  Uses  as  noun, 
adjective   or  verb.      Change   from   active   to   passive 

245 


ENGLISH 


voice.  Particular  attention  to  inflection  of  irregular 
verbs. 

5.  Parsing  of  verb.    Agreement  of  verb  with  subject. 

Analysis  and  diagraming  of  compound  sentence,  involving 
two  or  more  independent  clauses.  Diagraming  of  com- 
pound subject,  predicate  or  object  and  compound  object 
with  preposition. 

Eighth  Grade  A 

1.  Capitals. 

a.  Eequire  proper  use  of  capitals. 

2.  Punctuation. 

a.  Eequire  proper  use  of  punctuation  marks  taught  in  pre- 

ceding grades. 

b.  Comma   before  an  additional  clause   (as   distinguished 

from  restrictive  clause). 

c.  Semi-colon  and  colon. 

3.  Abbreviations. 

a.  Classify  and  review  abbreviations  of  preceding  grades. 

4.  Dictionary  and  Reference  Book  Work. 

a.  Continue  work  of  Seventh  Grade. 

b.  Insist  upon  daily  use  of  dictionary. 

c.  The  work  of  the  Eighth  Grade  is  the  climax  of  all  the 

work  of  the  preceding  grades. 

d.  Use  of  index  in  all  text  books. 

e.  Teach  the  children  to  use  the  encyclopedia. 

5.  Grammar. 

During  tkis  term  there  should  be  given  a  thorough  review 
and  more  intensive  study  of  the  work  in  Grammar  from 
Sixth  Grade  B  to  Eighth  Grade  A  inclusive. 

1.  Conjunctions: 

a.  Co-ordinate:  and,  but,  also,  either,  or,  neither,  nor, 
etc. 

246 


EIGHTH  GRADE 


b.  Subordinate :  when,  if,  while,  until,  where,  although, 
unless,  after,  before,  since,  for,  because,  etc. 

2.  Causes: 

Principal  and  subordinate,  adjective  clauses,  adverbial 
clauses,  noun  (substantive). 

3.  Phrases : 

Adjective  phrase,   adverbial  phrase,  noun  phrase,  par- 
ticipal  phrase,  infinitive  phrase,  independent  phrase. 

4.  Analysis  and,  diagraming  of  complex  and  compound  sen- 

tences involving  independent  and  dependent  clauses. 

III.    DICTATION  AND  WRITING  FROM  MEMORY. 

Dictation  should  be  used  to  furnish  models  in  complex  and 
compound  sentence  structure;  in  the  unity  of  sentences  in  a 
paragraph ;  the  proper  relation  of  paragraphs ;  in  social  letters 
and  in  any  other  form  or  method  of  written  expression  which 
the  teacher  is  developing.  It  is  also  used  in  the  practice  and 
testing  of  technicalities.  New  and  difficult  words  should  be 
placed  on  the  blackboard. 

Dictation  should  create  power  of  sustained  attention  and 
concentration.  It  should  be  well  punctuated  in  the  reading,  but 
never  repeated.  Dictation  trains  the  ear ;  serves  to  connect  oral 
or  spoken  with  written  language ;  teaches  the  pupil  to  write  auto- 
matically and  develops  power  of  self-help,  in  that  pupils  can 
correct  their  own  papers  by  reference  to  the  printed  page.  It 
will  often  restore  a  restless  and  nervous  grade  to  quiet  self- 
control. 

Writing  from  memory  poems,  quotations  and  other  selec- 
tions affords  practice  in  the  use  of  capitals  and  punctuation  and 
fixes  the  poem,  etc.,  firmly  in  the  memory.  , 

lY.     CORRECT  USE. 

(In  course  of  preparation.) 

247 


ENGLISH 

As  a  part  of  the  technical  work  of  language  there  should 
be  made  in  the  Eighth  Grade  A  a  short  study  of  the  history  and 
development  of  the  English  tongue,  from  Saxon  times  to  the 
present,  as  a  means  to  illustrate  the  derivation  of  its  words  and 
to  explain  the  meaning  of  its  root  words.  A  study  of  prefixes, 
suffixes,  synonyms  and  distinctions  in  meanings  will  naturally 
accompany  the  History  of  the  English  Language.  The  attention 
of  pupils  is  thus  focused  on  good  diction  and  the  choice  of  words 
for  exact  meanings.  It  will  overcome  a  habit  of  using  words 
carelessly  without  accurate  knowledge  of  their  derivation  and 
real  meaning.  Such  a  study  will  both  encourage  the  use  of  good 
diction  and  open  the  way  to  a  continuous  growth  in  vocabulary. 


248 


SUPPLEMENTARY  BOOK  LIST 


SUPPLEMENTARY  BOOK  LIST. 


Grade  I. 


Title, 
Child  Classic  Primer 
Brooks    Primer 
Brownie  Primer 
Bender  Primer 
Art  Lit.  Reader  Bk.  I 
Art  Lit.  Primer 
Folklore   Primer 
Holton   Primer 
Graded  Lit.  Bk.  I 
Oriole   Stories 
Wide  Awake  First  Reader 
Sunshine  Primer 
Summers  Primer 
Summers  First  Reader 
First  Reader 
Cherry  Tree  Children 
Story  Hour  Primer 
Story  Hour  Reader,  Book  I 
First  Reader 
Overall  Boys 
Sunbonnet  Babies 
Barnard  Language  Reader 
Aldine  First  Reader 
Golden  Treasury  First  Reader 
Thought  Reader 
Riverside  First  Reader 

Child  World  Primer 
The  Robin  Reader 
Our  Story  Reader 
A  Mother  Goose  Reader 

Primary  School  Reader,  Book  I 


Author, 

Publisher. 

Alexander 

Bobbs,  Merrill  &  Co. 

Brooks 

D.  Appleton  &  Co. 

Banta 

A.  Flanagan  Co. 

Bender 

C.  E.  Merrill  &  Co. 

Chutter  Atkinson,  Mentzer  &  Grover 
Grover  Atkinson,  Mentzer  &  Grover 
Grover  Atkinson,  Mentzer  &  Grover 
Holton  Rand,  McNally  Co. 

Judson  &  Bender  C.  E.  Merrill  &  Co. 
Lane  Ginn  &  Co. 

Murray  Little,  Brown  &  Co. 

Noyes  &  Guild  Ginn  &  Co. 

Summers  F.  D.  Beatty  &  Co. 

Summers  F.  D.  Beatty  &  Co. 

Wade  &  Sylvester  Ginn  &  Co. 

Blaisdell  Little,  Brown  &  Co. 

Coe  &  Christie  Amer.  Book  Co. 

Coe  &  Christie  Amer.  Book  Co. 

Free  &  Treadwell  Row,  Peterson  &  Co. 
Grover  Rand,  McNally  &  Co. 

Grover  Rand,  McNally  &  Co. 

Paine  Amer.  Book  Co. 

Spauding  &  Bryce  Newson  &  Co. 

Stebbins  Amer.  Book  Co. 

Summer  F.  D.  Beattys  &  Co. 

Van  Sickle  &  Seegmiller 

Houghton,  Mifflin  Co. 
Bentley  &  Johnson  A.  S.  Barnes  &  Co. 
Varney  Chas.  Scribner's  Sons 

Ketchum  &  Rice  Chas.  Scribner's  Sons 
Mickens  &  Robinson 

Silver,  Burdett  &  Co. 
Elson  Scot,  Foresman  &  Co. 

249 


ENGLISH 


Two  Little  Indians 

Primer 

First  Reader 


Boy   Blue   and  His   Friends 

Bow  Bow  and  Mew  Mew 

Around  the  World,  Bk.  I 

Eugene  Field  Reader 

Cave  Men 

Tree  Dwellers 

Work  that  is  Play 

Banbury  Cross  Stories 

A   Book    of   Plays   for    Little 

Actors 
Graded  Lit.  Bk.  II 
Eskimo  Stories 
Three  Little  Cotton  Tails 
Classic  Fables 
Fairy  Tale  and  Fable 
Lodrix 
Wheeler 's      Graded      Reader, 

Book  II 
Child  Classics  Second  Reader 
Polly  and  Dolly 
Tommy  Tinker's  Book 
Second  Reader 
Peter  and  Polly  in  Summer 
Reynard  the  Fox 
Aldine  Second  Reader 
Riverside  Second  Reader 

Second  Reader 

At  the  Open  Door 

Golden  Treasury  Sec.  Reader 

Nixy  Bunny  in  Manners  Land 

Story  Hour  Reader,  Book  II 

The  Story  of  Two  Kittens 


Maguire 

A.  Flanagan  &  Co. 

Horace  Mann 

Longmans  Green 

Horace  Mann 

Longmans  Green 

Gkade  II. 

Blaisdell 

Little,  Brown  &  Co. 

Craik 

C.  E.  Merrill  &  Co. 

Carroll 

Silver,  Burdett  &  Co. 

Cooley  &  Harris 

Chas.  Scribner's  Son 

Dopp 

Rand,  McNally  Co. 

Dopp 

Rand,  McNally  Co. 

Gardner 

A.  Flanagan  &  Co. 

Howard 

C.  E.  Merrill  &  Co. 

Johnson  &  Barnum  American  Book  Co. 
Judson  &  Bender    C.  E.  Merrill  &  Co. 


Rand,  McNally  Co. 

A.  Flanagan  &  Co. 

C.  E.  Merrill  &  Co. 

Silver,  Burdett  &  Co. 

D.  Appleton  &  Co. 

W.   H.   Wheeler  &  Co. 

Bobbs,  Merrill  Co. 

Little,  Brown  &  Co. 

Little,  Brow^n  &  Co. 


Smith 
Smith 
Turpin 
Thompson 
Wiley  &  Edick 

Wheeler 

Alexander 

Blaisdell 

Blaisdell 

Free  &  Treadwell  Row,  Peterson  &  Co. 

Rosa  Imcia  Amer.  Book  Co. 

Smythe  Amer.  Book  Co. 

Spaulding  &  Bryce  Newson  &  Co. 

Van  Sickle  &  Seegmiller 

Houghton,  Mifflin  Co. 
Howe 
Robinson 
Stebbins 
Sindelar 
Coe  &  Christie 
Simmerman 


Chas.  Scribner 
Silver,  Burdett  Co. 

Amer.  Book  Co, 
Beckley,  Cardy  Co. 

Amer.  Book  Co. 
A.  Flanagan  &  Co. 


250 


SUPPLEMENTARY  BOOK  LIST 


Primary  School  Reader,  Book  II  Elson 
The  Fairy  Reader  Baldwin 

Another  Fairy  Reader  Baldwin 

Second  Fairy  Reader  Baldwin 

Peter  and  Polly  in  Winter  Rosa  Lucia 

Pathways  in  Nature  and  Liter-  Christy 

ature 
Twilight  Town  Blaisdell 

The  Snowman  Lang 

Robert  Louis  Stevenson  Reader  Stevenson 
Art  Literature,  Book  II  Chutter 

In  Fable  land  Serl 


Scot,  Foresman  Co. 
Amer.  Book  Co. 
Amer.  Book  Co. 
Amer.  Book  Co. 
Amer.  Book  Co. 
Univer.  Pub.  Co. 

Little,  Brow^n  Co. 

Longmans,  Green 

Chas.  Scribner 

Atkinson,  Mentzer 

Silver,  Burdett  Co. 


Grade  III. 


Seven  Little  Sisters 

Child  Lore  Dramatic  Reader 

Alice  in  Wonderland 

Art  Lit.  Bk.  Ill 

Around  the  World,  Bk.  Ill 

Heroes    of    Myth 

Dick  Whittington  arid  Other 
Stories 

Graded  Lit.  Bk.  III. 

Big  People  and  Little  People 
of  Other  Lands 

Fairy  Tales 

Fables  and  Folk  Stories 

Boy  on  a  Farm 

Merry  Animal  Tales 

Old  Mother  West  Wind 

Mother  West  Wind's  Children 

Mother  West  Wind's  Animal 
Friends 

Chinese  Fables  and  Folk  Sto- 
ries 

Robinson  Crusoe 

Third  Reader 

Dramatic  Reader 


Andrew 

Brice 

Carroll 

Chutter 

Carroll 


Ginn  &  Co. 
Chas.  Scribner 's  Sons 
C.  E.  Merrill  &  Co. 
Atkinson,    Mentzer  &  Co. 
Silver,  Burdett  &  Co. 
Gilbert  &  Price     Silver,  Burdett  &  Co. 

Howard  C.  E.  Merrill  &  Co, 

Judson  &  Bender     C.  E.  Merrill  &  Co. 

Shaw  American  Book  Co, 

Shaw  Newson  &  Co, 
Scudder             Houghton,  Mifflin  &  Co, 

Abbott  Amer.  Book  Co, 

Bingham  Little,  Brown  &  Co, 

Burgess  Little,  Brown  &  Co. 

Burgess  Little,  Brown  &  Co. 

Bigham  Little,  Brown  &  Co, 

Davis  &  Chow  Leung  Amer.  Book  Co, 
Defoe  hy  Baldwin  Amer.  Book  Co. 
Free  &  Treadwell  Row,  Peterson  &  Co, 
Holbrook  Amer.  Book  Co, 


251 


ENGLISH 


Stories  of  Our  Holidays 
Home  Geography- 
More  Classic  Stories  for  Little 

Children 
Old  World  Wonder  Stories 
Tales  of  Mother  Goose 
The  Pig  Brother 
East  o'  the  Sun  and  West  o' 

the  Moon 
Our  Common  Friends  and  Foes 
Our  Birds  and  Their  Nestlings 
Wide  Awake  Third  Reader 
The  Dutch  Twins 
In  the  xlnimal  World 


Horsford  Silver,  Burdett  Co. 

Long  Aimer.  Book  Co. 

McMurry  Public  School  Pub.  Co. 

O'Shea  D.  C.  Heath 

Perrault  tr.  Welsh  D.  C.  Heath 

Richards  Little,  Brown  &  Co. 

Thomson  Row,  Peterson  Co. 

Turner  Amer.  Book  Co. 

Walker  Amer.  Book  Co. 

Blaisdell  Little,  Brown  Co. 

Perkins  Houghton,  Mifflin  Co. 

Serl  Silver,  Burdett  Co. 


Gkade  IV. 


Ten  Little  Boys 

Good  Health  for  Boys  and 
Girls 

Fifty  Famous  Stories  Retold 

North  America 

South   America 

Adventures  of  Pinocchio 

Great  Americans  for  Little 
Americans 

Friends  and  Helpers 

Wandering  Heroes 

Howell's  Story  Book 

Viking  Tales 

Norse  Stories 

Exploration  and  Discovery 

The  Beginner's  Book 

Discoverers  and  Explorers 

Children's  Classics  in  Dra- 
matic Form 

Grimms  Fairy  Tales 

Fairy  Stories  and  Fables 


Andrew 

Brown 

Baldwin 

Carpenter 

Carpenter 

Collodi 

Eggleston 

Eddy 

Gilbert  &  Price 

Howell 

Hall 

Mabie 

Pratt 

Pratt 

Shaw 


Ginn  &  Co. 

D.  C.  Heath  &  Co. 

'  American  Book 'Co. 

American  Book  Co. 

American  Book  Co. 

Ginn  &  Co. 

American  Book  Co. 

Ginn  &  Co. 

Silver,  Burdett  &  Co. 

Chas.  Scribner's  Sons 

Rand,  McNally  Co. 

Rand,  McNally  Co. 

D.  C.  Heath  &  Co. 

D.  C.  Heath  &  Co. 

American  Book  Co. 


Stevens'On 

Turpin 

Baldwin 

252 


Houghton,  Mifflin  &  Co. 

C.  E.  Merrill  &  Co. 

Amer.  Book  Co. 


I 


SUPPLEMENTARY  BOOK  LIST 


Thirty    More   Famous   Stories 

Retold 
Little  Plays 
Indian  Child  Life 
Hans,  the  Eskimo 
Holland  Stories 
Paul's  Trip  With  the  Moon 
Fourth  Reader 
The  Bluebird  for  Children 


Old  Stories  of  the  East 

Our  American  Neighbors 

Spyri's  Heidi 

Amer.  Life  and  Adventure 

The  Western  U.  S. 

Story  of  the  Greeks 

Four  Old  Greeks 

Moni,  The  Goat  Boy 

Hiawatha 

Pioneers  on  Land  and  Sea 

First  Steps  in  History  of  Our 
Country 

Lads   and    Lassies    of    Other 
Days 

Everyday  Life  in  the  Colonies 

Stories  of  the  Ancient  Greeks 

Fanciful  Tales 

Story  of  the  Greek  People 

Anderson's  Fairy  Tales 

Child  Classics  Fifth  Reader 

Stories  of  American  Discover- 
ers for  Little  Americans 

Great  Names  and  Nations 
(Ancient) 

Japanese    Stories    and    Fairy 
Tales 

With  Azir  Girges  in  Egypt 


Baldwin 

Amer.  Book  Co. 

Dalkeith 

E.  P.  Dutton 

Eastman 

Little,  Brown  &  Co. 

Scandlin 

Silver-Burdett  Co. 

Smith 

Rand,  McNally  Co. 

Weaver 

Chas.  Merrill  &  Co. 

Ho  Ave 

Chas.  Scribner's  Sons 

LeBlanc 

Silver,  Burdett  Co. 

Grade  V. 

Baldwin 

American  Book  Co. 

Coe 

Silver,  Burdett  &  Co. 

Dole 

Ginn  &  Co. 

Eggleston 

American  Book  Co. 

Fairbanks 

D.  C.  Heath  &  Co. 

Guerber 

A;merican  Book  Co. 

Hall 

Rand,  McNally  Co. 

Kunz 

Ginn  &  Co. 

Longfellow 

C.  E.  Merrill  &  Co. 

Mc  Murray 

The  MacMillan  Co. 

Mowry 


Silver,  Burdett  &  Co. 


Price  Silver,  Burdett  &  Co. 

Stone  &  Fickett        D.  C.  Heath  &  Co. 


Shaw 

Ginn  &  Co. 

Stockton 

Chas.  Scribner's  Sons 

Tappan 

Houghton,  Mifflin  &  Co. 

Turpin 

C.  E.  Merrill  &  Co. 

Alexander 

Bobbs,  Merrill  &  Co. 

Rosa  Lucia 

Amer.  Book  Co. 

H.B.Niver  Atkinson,  Mentzer  &  Grover 


Nixson-Roulet 
Perry 

253 


Amer.  Book  Co. 
Atkinson-Mentzer 


ENGLISH 


Ethics  of  Success,  Book  I 
Riverside  Fifth  Reader 


Golden  Door  Sneath-Hodges  &  Stevens 

The  MacMillan  Co. 
Thayer  Silver,  Burdett  Co. 

Van  Sickle  &  Seegmiller 

Houghton,  Mifflin  Co. 
Cooper's  Adventure  of  Path- 
finder Haight  Amer.  Book  Co. 
Little  Stories  of  England            Button  Amer.  Book  Co. 


Grade  VI. 

Marco  Polo 

Atherton 

D.    Appleton  &  Co. 

Europe 

Carpenter 

American  Book  Co. 

Asia 

Carpenter 

American  Book  Co. 

Africa 

Carpenter 

American  Book  Co. 

Nuremberg  Stove 

Louisa  Dela-Rame 

C.  E.  Merrill  &  Co. 

Heroes  of  Chivalry 

Gilbert  &  Maitland  Silver,  Burdett  &  Co. 

Amer.   Heroes  and  Leaders 

Gordy                      ( 

^has.  Scribner's  Sons 

Snow  Image 

Hawthorne 

Newson  &  Co. 

Tales  from  Shakespeare 

Lamb 

D.  C.  Heath  &  Co. 

Stories  from  Chaucer 

Lang 

E.  P.  Dutton  &  Co. 

Stories  from  Spencer 

Lang 

E.  P.  Dutton  &  Co. 

Robin  Hood 

Lang 

E.  P.  Dutton  &  Co. 

William  Tell 

McMurray             Silver,  Burdett  &  Co. 

Black  Beauty 

Sewell 

Newson  &  Co. 

Boys    of   Other   Countries 

Toylar 

G.  P.  Putnam's  Sons 

Krag  and  Johnny  Bear 

Seton  Thompson 

Chas.  Scribner's  Sons 

Sixth  Reader 

Baldwin  &  Bendei 

Amer.  Book  Co. 

Around  the  World,  Book  V 

Carroll 

Silver,  Burdett  Co. 

Makers     and     Defenders     oi 

» 

America 

Forte  &  Skinner 

Amer.  Book  Co. 

Children's  Pluta|;ch 

Gould 

Harper  &  Bros. 

Famous  Men  of  Modern  Times  Haaren  &  Poland 

Amer.  Book  Co. 

Famous  Men  of  Middle  Ages 

Haaren  &  Poland 

Amer.  Book  Co. 

American  Heroes  from  History 

McFee 

A.  Flanagan 

The  Golden  Word  Book 

Sneath 

The  MacMillan  Co. 

Golden  Treasury  Fifth  Reader  Stebbins 

Amer.  Book  Co. 

Choice  Literature,  Book  VI 

Williams 

Amer.  Book  Co. 

Ethics  of  Success,  Book  II 

Thayer 

Silver,Burdett  Co. 

254 


SUPPLEMENTARY  BOOK  LIST 


Riverside  Sixth  Reader 

Van  Sickle  & 

Seegmiller 

Houghton,  Mifflin  Co. 

Around  the  World,  Book  IV 

Carroll 

Silver,  Burdett  Co. 

The  British  Isles 

Tomlinson 

Houghton,  Mifflin  Co. 

Geade  VII. 

Last  of  Mohicans 

Cooper 

The  MacMillan  Co. 

The  Spy 

Cooper 

Newson  &  Co. 

Town  and  City 

Gulick 

Ginn  &  Co. 

Stories  from  13  Colonies 

Guerber 

American  Book  Co. 

Washington  and  His  Country  Irving 

Ginn  &  Co. 

Miles  Standish 

Longfellow 

Houghton,  Mifflin  &  Co. 

Evangeline 

Longfellow 

Houghton,  Mifflin  &  Co. 

Around    the     World    in     the 

Sloop   Spray 

Slocum 

Chas.  Scribner's  Sons 

Snow  Bound 

Whittier 

Houghton,  Mifflin  &  Co. 

Story  of  Hawaii 

Alexander 

Amer.  Book  Co. 

Strange  Stories  of  1812 

Henderson 

Harper  &  Bros. 

Representative  Cities  of  United 

L 

States 

Ilotchkiss 

Houghton,  Mifflin  Co. 

Story  of  Philippines 

Knapp 

Silver,  Burdett  &  Co. 

Dramatic  Reader  for  Grammar 

Grades 

Knight 

Amer.  Book  Co. 

Dawn  of  American  History  in 

Europe 

Nida 

The  MacMillan  Co. 

Watcher  in  the  Woods 

Sharp 

The  Century  Co. 

Golden  Word  Book 

Sneath 

The  MacMillan  Co. 

History  of  United  States 

Thwaites 

Houghton,  Mifflin  Co. 

Choice  literature,  Book  VII 

Williams 

Amer.  Book  Co. 

Gkade  VIII. 

Commercial  Geography 

Adams 

D.  Appleton  &  Co. 

How  the  World  is  Fed 

Carpenter 

American  Book  Co. 

How  the  World  is  Clothed 

Carpenter 

American  Book  Co. 

Plants  and  Their  Children 

Dana 

American  Book  Co. 

Little  Nell 

Dickens 

Newson  &  Co. 

Odyssey 

Homer 

The  MacMillan  Co. 

Twice   Told   Tales 

Hawthorne 

C.  E.  Merrill  &  Co. 

255 


ENGLISH 

Ninet3^-Three 

Hugo 

Newson  &  Co. 

Tang-'ewr  od  Tales 

Hawthorne 

Houghton,  Mifflin  &  Co. 

Franklin,  His  Life 

Montgomery 

Ginn  &  Co. 

Treasure  Island 

Stevenson 

The  MacMillan  Co. 

Tales  of  a  Grandfather 

Scott 

Ginn  &  Co. 

Making  the  Empire  State 

Redway 

Silver,  Burdett  Co. 

Words  of  Abraham  Lincoln 

Thomas 

Amer.  Book  Co. 

The  Man  Without  a  Country 

Hale 

C.  E.  Merrill 

The  Lady  of  the  Lake 

Scott 

C.  E.  Merrill 

Hygiene  for  the  Worker 

Tolman 

Amer.  Book  Co. 

Brief  Biographies  from  Amer- 

ican History 

Turpin 

C.  E.  Merrill  Co. 

In  Oldest  England 

Krapp 

Longmans,  Green  Co. 

Great  Inventions  and  Discov- 

enes 


Piercy 


C.  E.  Merrill 


25(;- 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
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THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
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m  29  1930 


•JAN    i?5  1947 


■O" 


CO      U 


^ & 


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'J'- 


-J* 


YG%3577 


UNIVERSITY  OF  CALIFORNIA  lylBRARY 


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